Theses and Dissertations @ UNI

Availability

Open Access Dissertation

Abstract

If one were to open a technical drawing book, the reader could make the observation that the book was "written" and "read" in two languages--the English language and the universal graphic language. The technical drawing is presented in the context of these two languages: written statements accompanied by their graphical translations. The two seemingly symbiotic languages are synergistically integrated in technical drawing. The problem of this exploratory study was to determine the strength of the bivariate correlational relationships between students' assessed spatial visualization ability and their reading ability to their assessed achievement in technical drawing. Further, the problem of the study was to determine the strength of the multivariate correlational relationship among these same variables. The purpose of the study was to provide technical drawing instructors, career counselors, and advisors with an advising and placement tool which could be used to assess students' abilities. This assessment could minimize failure and the loss of time occasioned by false starts in inappropriate technical curricula for the individual student. Three research questions were established for this study based upon the lack of conclusive research findings in the literature which would have led to the development of directional hypotheses. The data collected from the cluster sample of 38 students were examined at the.05 level of significance. Based upon the analyses of data, it was concluded that the correlation between the students' assessed spatial visualization ability and their assessed achievement in technical drawing was not statistically significant. Further, it was concluded that the correlation between the students' assessed reading ability and their assessed achievement in technical drawing was statistically significant. Lastly, it was concluded that the multiple correlation among the students' assessed spatial visualization ability, reading ability, and their assessed achievement in technical drawing was not statistically significant. Given the outcomes of the study, recommendations for further study were warranted and may be utilized to further define the relationship between students' spatial visualization ability, reading ability, and their achievement in technical drawing. It was recommended that this exploratory study be replicated. In addition, other recommendations for further study were also made.

Year of Submission

1997

Department

Department of Industrial Technology

First Advisor

M. Roger Betts, Faculty Advisor

Date Original

8-1997

Object Description

1 PDF file (ix, 103 pages)

Language

EN

File Format

application/pdf

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