This research was designed to ascertain the effect of student self-evaluation, teacher evaluation, and feedback, and the absence of formal evaluation of college drafting assignments upon student achievement and knowledge retention, and attitudes of students in drafting technology/CAD. More specifically, the study was designed to test the following hypotheses: (1) no significant difference existed among scores representing achievement of college drafting students experiencing three evaluation approaches, (2) no significant difference existed among the scores representing the cognitive achievement (retention) of college drafting students experiencing three evaluation approaches five weeks after treatment, and, (3) no significant difference existed among the attitude scores of students experiencing different evaluation approaches. / The participants in the study were 39 undergraduate students enrolled in the Industrial Studies 123 Technical Drafting class in the Department of Industrial Studies at the University of Wisconsin-Platteville during the fall semester of the 1990-91 academic year. The students were randomly assigned to the three groups as follows: (1) a control group with no-evaluation; and the two experimental groups, (2) a student self-evaluation group; and (3) a teacher-evaluation group. / A one-way analysis of covariance was utilized to test the hypotheses at a 0.05 level of significance. Based on the findings and conditions of this study, the following conclusions were made: (1) the no-evaluation and teacher-evaluation groups did demonstrate an increased growth of achievement and knowledge retention over the self-evaluation group; (2) the evaluation method has no effect on the achievement and knowledge retention of college drafting students; and, (3) the attitude of the students toward CAD was found to be very positive. / Source: Dissertation Abstracts International, Volume: 53-04, Section: A, page: 1136. / Major Professor: Hollie B. Thomas. / Thesis (Ph.D.)--The Florida State University, 1992.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76643 |
| Contributors | Fahm, Tunde., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 155 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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