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I Percent and a Median of 80 Percent While the with a Large Group of 395 I DOCUMENT RESUME VT 001 409 ED 022 841 By-McHale, Thomas J.; Witzke, PaulT. MATHEMATICS; FINAL PROGRESSREPORT. A PRACTICAL DEMONSTRATIONPROJECT IN TEACHING TECHNICAL Milwaukee Inst. of Tech., Wis. Spons Agency-Carnegie Corp. ofNew York, N.Y. Pub Date Sep 67 Note-49p. EDRS Price MF-$025 HC-$2.04 CONTENT, TESTS, COMPARATIVE ANALYSIS,CONTROL GROUPS, COURSE Descri tors- ACHIEVEMENT *PRACTICAL * PROJECTS, EXPERIVENTAL GROUPS, MATERIAL DEVELOPMENT, TRATION MATERIALS, *TEACHER MATEEMATICS, PROGRAM DESCRIPTIONS,*PROGRAMED INSTRUCTION, PROGRAMED DEVELOPED MATERIALS, *TECHNICALEDUCATION, TEST RESULTS Identifiers-Mdwaukee Institute of Technology The primary purposes of thisdevelopmental and demonstrationproject were to and failures and to increasethe amount of learning in reduce the number of dropouts made to pilot the technical mathematics core courses.In June 1%5 a decision was identification test locally developed_programedunits in technicalmathematics. After the of the desired units, 700 pagesof programed materialand daily tests were written. technologies were Seventy-three studentsinthe electrical, mechanical,and civil selected to participate in appilot test of the material.Post-test meant increased over given the pilot group.A test was administered toall the pre-test means for all 11 units of 75 students covering the unitsstudied by all students.The pilot groups had a mean percent and a medianof 80 percent while theconventional group of 295students used had a mean of 57 percentand a median of 61 percent.The material was later with a large group of 395students for 1 semester.For this group the finalgrade forty-three mean was82 percent and the median was85 percent. Eight hundred pages of secondsemester materials weretried with 303 students.The final exam mean for this group was77 percent and the median was78 pNercent. Information about the students' reactionsand the unit contents areincluded. (EM) U.S.DEPARTMENT-OF HEALTH, EDULATION & WELFARE OFFICE OF EDUCATION eft e....4 THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. FINAL PROGRESSREPORT s TO THE CARNEGIECORPORATION New York City 1A PracticalDemonstration Project In ear ingTechnicalMathematics, c.., by -1..THOMAS J. McHALE(Project Director) .110* and PAUL T. WITZKE 44 co IN (v Being Conducted by LiJ The Milwaukee Institute ofTechnology of The Milwaukee VocationalTechnical and Adult Schools September, 1967 , ABSTRACT This report is a summary of atwo-year project funded bythe Carnegie Corporation for the developmentof a system to teach Technicall'athematics the problem, a history to industrial technicians. It includes a statement of of the development of the system,and a description of the results. Though the project is not yetcompleted, the following accomplishmentshave already been obtained: (1) The dropout rate in the coursehas been substantially reduced. the (2) The level of achievement hasbeen substantially increased to point where students receivehigh grades even though grades are assigned on a strict percentagebasis. (3) The content of the course hasbeen radically changed to makeit more relevantfor elementary scienceand technical work. (4) A novel system of instructionhas been developed in whichdaily personal attention is providedeach student despite largenumbers (about 500) of students. (5) Over 2,000 pages of programmedmaterials have been written and revised. (6) The students have respondedenthusiastically to the system of instruction and the course. TABLE OF CONTENTS Page 1-4 I. Introduction 1 Industrial Technicians:Nature and Need Technician Training - MilwaukeeInstitute of Technology 2 3 Curriculum 3 The Typical Student 4 Dropout Rate 4-7 II. The. Reason for theGrant 4 Technical Mathematics - AProblem Course 6 Stimmary of the Grant Proposal 6 Philosophy of the ProjectStaff 8-12 III. Pi/ot gram; -September, 1965 8 Survey of the TechnologyTeachers and Course Content 8 Learning Materials 9 Classroom Procedure 9 Selection of Students 9 Achievement Tests 11 Final Exam: A Comparison 11 Course Grades 11 Conclusions 13-16 IV. Technical MathematicsI - September, 1966 13 Preparation 14 Classroom Procedure 14 Dropouts 14 Achievement Tests 15 Final Exam and Course Grades 16 Conclusion 17-20 V. Technical MathematicsII - hilAlTaa,1967 17 New Use of the ProjectCenter 18 Dropouts 19 Achievement Tests 20 Exams and Course Grades 20 Conclusions 21-23 VI. Student Reaction tothe Program 24-26 VII. Discussion 24 Success of the Project 24 Reasons for this Success 25 Learning Principles andthe Programmed Materials Possible Use of the Materials 25 Emphasis on the Lower-AbilityStudents 26 26 Personnel Problems Year (1967-1968) 27-29 VIII. Plans forthe Coming Academic System 27 Changes and Experimentswith the Instructional and Completion ofthe Course Revision of Materials 28 Content 28 (Physics) and Problem-Solving Technical Science 29 General MathematicsLearning Center 30-45 IX. Appendices Description of CourseContent: A: 30-31 Technical MathematicsI (1966-67) Description of CourseContent: B: 32-33 Technical MathematicsII (1967) Description of CourseContent C: 34-42 Technical MathematicsI and II(1967-68) 34 Algebra 36 Calculation 37 Graphing 38 Trigonometry andApplied Geometry 41 Exponentials Logarithms and 42 Measurement 43-45 D: Unique Aspects ofthe Course Content received a In December, 1964, theNilwaukee Institute of Technology $200,000 grant from the CarnegieFoundation in order to improvethe instruction core-course in the TechnicalMathematics course. This course is a two semester technology programs. The for all enteringtechnical students in the industrial This project was begun in June,1965,and is currently still in progress. accomplishments of the past two report surmarizesthe problems faced and the years. Industriak Technicians: Nature and Neeq well defined, technicians canbe pature. Though the term "technician" is not industrial broadly subdivided into twocategories: eppineertm technician and trained in two-year post-highschool technician. Both kinds of technicians are programs. academically oriented. The training program forengineering technicians is science, are very similar Many of its courses,particularly in mathematics and techni- to those in four yearengineering programs. As a result, engineering work, plus some capability cians have considerablecapability in theoretical work closely with in practical, manipulativework. On the job, they usually They hold job engineers and scientistsengaged in research anddevelopment. titles such as EngineeringAssistant, Junior Engineer,Fesearch Assistant, Engineering Aide. Engineering technicians compriseonly a small percent of thetotal technician group. Most technicians inthe Milwaukee area are industrial somewhat technicians. Their training programand job requirements differ skills are from that of engineeritrtechnicians. Though basic principles and academically oriented. taught, their mathematicsand science courses are not as fields and develop more They become more highlyspecialized in their technical manipulative skills with instrumentsand devices. Industrial technicians are They hold more likely towork directly on theproduction aspects of industry. job titles such as Instrument Tec-anician,ProduCtion Control Technician, -2- Electronic Tester, ServiceTechnician, Laboratory Technician, QualityControl Technician, Numerical ControlTechnician, Detail Draftsman. Need. In the report MathematicalExpectations of Technicians in Michigan Industries, dated 1S66, thefollowing figures were cited concerningthe need for techniciaas in the United States: To maintain the ratio of techniciansto engineers (0.7 to 1), the 775,000 technicians employed in 1960 mustincrease (521,700 or 67.3 percent) to 1,296,700 by 1970. The increase must be 695,000 yearlyby 1970, if losses due to deaths, retirement,and job changes are consi- dered. Also, if the technician ratio is tobe increased (2 to 1), the number of technical graduates yearly mustincrease to about 803,300. The 701 two-year colleges offeringtechnical curriculums in 1963 represented a 300 percent increasefron 1950, and it seems evidentthat in the State of Michigan the percentof increase will need to be even greater in the next decade. What is true for the State ofMichigan is also true for the Stateof Wisconsin. Approximately 500 more technicians areneeded than are being 3raduated annually, and this deficit is bound to growif the number of graduate techni- cians does not substantially increase. Technician Trainin5Y - MilwaukeeInstitute of Technolm The Milwaukee Institute ofTechnology is one of the largest publictechni- cal schools in the UnitedStates. It has been training industrialtechnicians since 1952. The following majors whichrequire Technical Vathematics are offered: Air Conditioning and Refrigeration Architectural Automotive Chemical Civil: Highway Civil: Structural Dental Laboratory Diesel Electrical: Communications Electrical: Computer Electrical: Electronics Electrical: Instrumentation Fire Fighting Fluid Power Mechanical: Design Mechanical: Manufacturing Metallurgical Photo Instrumentation Printing and Publishing Although 14 technical majors are offered,73% of the incoming students in 1966 enrolled in one of four proerams: Electrical (30%), Civil (10%), Mechanical (16%) and Automotive(9%). Curriculum. Graduates of the two year program receive anassociate degree in applied science. Besides the technical courses themselves,the following
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