East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works August 1974 The yS nthesis of a Technique of Comprehensive Analysis of Individual Learners Bruce R. Ledford East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Educational Administration and Supervision Commons Recommended Citation Ledford, Bruce R., "The yS nthesis of a Technique of Comprehensive Analysis of Individual Learners" (1974). Electronic Theses and Dissertations. Paper 2857. https://dc.etsu.edu/etd/2857 This Dissertation - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. 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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 4B106 THE SYNTHESIS OF A TECHNIQUE OF COMPREHENSIVE ANALYSIS OF INDIVIDUAL LEARNERS A Dissertation Presented to the Faculty of the Department of Education East Tennessee State University In Partial Fulfillment of the Requirements for the Degree Doctor of Education t>y Bruce Randal Ledford August 197**■ APPROVAL This is to certify that the Advanced Graduate Committee of BRUCE RANDAL LEDFORD met on the day of J ca6 <| 19 74 . The committee read and examined his dissertation, supervised his defense of it in an oral examination and decided to recommend that his study be submitted to the Graduate Council and the Dean of the School of Graduate Studies in partial fulfillment of the requirements for the degree Doctor of Education. Chairman, Advanced Graduate Committee Chi. fedtuJa-dU' -Dean^Stehool of Graduate Studies THE SYNTHESIS OP A TECHNIQUE OF COMPREHENSIVE ANALYSIS OF INDIVIDUAL LEARNERS An Abstract Presented to the Graduate Faculty East Tennessee State University In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Bruce Randal Ledford August 197*1- Bruce Randal Ledford, B. S., East Tennessee State University, June 1968. M. A., East'Tennessee State University, August 1971. Ed.D., East Tennessee State University, August 19?4. THE SYNTHESIS OP A COMPREHENSIVE TECHNIQUE OF ANALYSIS OF INDIVIDUAL LEARNERS Purpose. The problem of this study was to develop a super­ structure of learner analysis. The framework of the superstructure was composed of component elements which, together, provide a consistent and comprehensive analysis of the learner. Method. Learning components and their elements were identified, isolated, and interpreted, and, a technique of profiling the results of analysis were incorporated to develop a superstructure for analysis of individual learners. The superstructure, the components, and the elements were heuristic in that they had not, at this stage of development, been validated. Summary. At the level of long-term learning, disregard of the process and product of learner analysis in the design of the learning event was seen to be sheer audacity. It was horrendous, but true, that there was no comprehensive, valid, or convenient way to analyze learners. There were pieces and parts, here and there, now and then, but there was no coherent technique that was adequate for prescription and design of learning events. When it existed at all, the analysis of learners was made on several important, but rather obvious characteristics. The intelligence quotient (I.Q.) and, consequently, something called mental age (M.A.) and chronological age (C.A.) were computed. I.Q, had. long been a controversial matter. Intervening variables had modified I.Q,'s to make them unpredictable and by no means static over periods of time. It was common practice to test the ability of learners to see and to hear. In the area of vision, visual span, peripheral vision, and eye- movements were sometimes measured. These were critical determinants for learning event design, but were not consistently implemented. It was, also, common practice to test the ability of learners to read with speed and comprehension at a variety of levels. This kind of testing was implemented to a somewhat greater degree of consistency. Findings were not consistently used to influence the design of learning events, 1 2 The ability to hear was sometimes tested. But, the ability to listen was not usually measured, and seldom, if ever was taught with real purposeful intent. Achievement testing was practiced by many schools, Special attention was usually given to characteristics such as the ability to perceive spatial relationships and the size of informational bits that could be spanned. Educators could analyze learner characteristics presuming that their insights included a purposeful and comprehensive gestalt. When learner characteristics were identified which required analysis, educators could design techniques, if they did not already exist. As a consistent practice, however, educators failed to use appropriate analyses techniques (because the techniques existed only superficially, if at all), No data were produced, consequently, in a form which could implement the diagnosis of learner characteristics and the implied prescription of design for predictably relevant and accountable learning events. This study was limited to identifying, isolating, and interpreting learning components and their elements, and to designing a technique of profiling the results of analysis. The technique of profiling the results of analysis contributed to the diagnostic gestalt of the analysis and its prescriptive application for learning event design. Conclusions. To aid in the development of appropriate learning event design, determinations about the learner should be made in areas incorporating the sensory-motor, symbol manipulation, spatial relationships, oral communication skills, personal identity, cultural determinants, interactional-transactional patterns, and the affective. Specifically, in the sensory-motor area, the auditory, visual, olfactory, savory, tactile, proprioceptive, and kinesthetic abilities of individual learners need to be determined. In the symbol manipulation area, the ability of the learner to read, write, and compute, as well as the ability to use cognitive learning skills, should be analyzed. Diagrammatic planning, diagrammatic interpretation, and structure analysis comprise the area of spatial relationships. Speaking and listening make up oral communication skills while synnoetics and ethnics comprise personal identity. The family, religion, peer influences, mores, social agency influences, and politics are cultural determinants that affect learning, and, therefore, need to be analyzed; interactional-transactional patterns include kinesics, proxemics, and transactionalsj and, the affective domain includes ethics, empathies, esthetics, and histrionics. The superstructure of learner analysis is composed of the thirty- one components of analysis. Each of the components is composed of elements relevant to that specific component. When each of the elements and components are treated individually and then combined on the superstructure, the result is a profile which provides a comprehensive picture of the nature of the learner. Use of the profile will enable the learner to be pictured on a continuum a,s possessing a skill, cognition, and/or affect to a degree that is less than standard, standard, or greater than standard. Dissertation prepared under the guidance of Dr, Ted C. Gobun, Dr. C. Harold Measel, Dr. Floyd H. Edwards, Dr. Nancy Hamblen