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This project has led to the development of a text "An Introduction to Mechanical Drawing" and slide series for this text, which will be used in combination to teach mechanical drawing to Junior High School students and a basic approach to drawing for any interested person.The text is written in a teachable sequence. That is, each chapter develops a particular segment of mechanical drawing, which is added to and built upon by each successive chapter.A preliminary stage setting to mechanical drawing for the students is developed through the use of the slide series.

The problem of the study was a comparison of the relative effectiveness of two approaches to the teaching of engineering drafting.

The purpose of this study was twofold: First, to analyze two methods of teaching mechanical drawing in the seventh grade by conducting an experiment to determine by which method the greatest amount of achievement was obtained by the students in the ability to visualize, sketch, letter, and understand three-view drawing; and second, to recommend a work plan and certain teaching techniques for teaching mechanical drawing in the seventh grade of the Santa Fe, New Mexico Junior High School, based upon the method by which the greater amount of achievement was indicated in the study.

The purpose of this study was to develop a course of study on Plane Geometry for the 8th grade, based upon the Instructional Systems Analysis technique. The systems model used was that developed by Bartel.The entire study involved identifying, selecting, and sequencing learning tasks. An elaborate review of resource materials on Plane Geometry yielded one hundred and fifty-five related tasks.The instrument developed to gather pertinent data had two parts to it. Part one contained seventeen items relating to the personal profile of the respondent. Part two consisted of the one hundred and fifty-five identified, verified, and correctly stated manipulative tasks. The tasks were grouped into two broad divisions. Each respondent rated each task on a 3-point scale according to the level of instructional importance he/she judged the task(s) should receive. A rating of 3 represented the highest level of importance; 2, average; and 1, least.The survey utilized the services of sixty-eight Nigerians currently on the Technical Teachers Training Program (TTTP) in the U.S. Information regarding the institutions and population of Nigerians on the program was obtained from the Training and Development Program (TDP) office in Washington, D.C. From the list of thirty-two possible institutions, twelve institutions met the criterion for participation.A Five-Interval Sampling Technique (FIST) was used to select subjects from the participating institutions. This gave the researcher a possible seventy subjects. Each subject's participation was purely voluntary. Thus the 73.6 percent return was considered satisfactory.The interpretation of data involved two analyses. Analysis one dealt with biographical information on each participant. The second analysis computed the summary of task ratings on the one hundred and fifty-five instrument items.Selection of tasks for inclusion in the course of study reported in this study was based on the judgments of the subjects. Higher mean values were used as the basis for selection. Overall, thirty top tasks were selected and sequenced for the purpose of the course of study under investigation.

The purposes of this study were to determine the relations of mechanical drawing to other courses taught in the junior high schools of the North Texas area and to propose an outline for a course of study in junior high school mechanical drawing that will have a high relationship with other courses.

The problem of this study is to determine what types of tests are being used in mechanical drawing by the high school teachers of Texas and to suggest ways in which testing in mechanical drawing may be improved.

D.Ed. / Currently, the passrate for Engineering Drawing presented at Technical Colleges is unacceptably low. This study is an extension of an earlier study done in the same studyfield, by the same writer. A need has thus arisen not only to investigate the problem areas responsible for the high drop-out rate in Engineering Drawing, but also to investigate the possibility of the early identification of the potential riskstudent in Engineering Drawing. In an attempt to address this problein further, the aim of this study therefore is to develop an appropriate measuring instrument which may be used to identify the potential riskstudent in Engineering Drawing. Five Technical Colleges on the Eastrand in the Gauteng Province - catering mainly for black students - were included in the investigation. For the research study the "Trade Aptitude Test Battery" (TRAT), compiled by the Human Sciences Research Counil, was used. The results of this study, clearly showed three-dimensional spatial perception (subtest 16 of the TRAT) as the only factor to be used when identifying the potential riskstudent in Engineering Drawing. Subtest 16 of the TRAT could then be used as an "criterion" to identify the potential riskstudent in Engineering Drawing. Lastly this study showed that to master Engineering Drawing requires a great deal of spatial ability. Lecturers presenting this subject will therefore have to take into account the recommendations of this study as set out in chapter 9 when enrolling students for Engineering Drawing. Subject specific remedial programmes should be utilized to improve the successrate in Engeneering Drawing of the identified potential riskstudent in Engineering Drawing.