Vocational Assembly Skills Using Isometric Projection Exploded View Assembly Drawings for Mentally Handicapped Students

Abstract

This research project was designed to investigate the relationship between an instructional sequence of isometric projection exploded view (IPEV) assembly drawings, Trainable Mentally Handicapped (TMH) students, and the mastery of a complex assembly task using these drawings as the instructional cue. The study population (n = 537) were 15 to 21 year old TMH students attending 15 Chicago Public Schools. This population was 56.05% male and 43.95% female, 66.11% black, 18.98% white, 14.53% hispanic, .19% oriental, and .19% other. The screening and posttest criterion tasks required each subject to assemble a roller skate truck using IPEV assembly drawings. The experimental treatment consisted of an instructional sequence of 24 simple to complex assemblies using mechanical fasteners and IPEV assembly drawings. Statistical analysis of the data using chi square contingency tables indicate a significant relationship (p<.01) between TMH students’ successful completion of the assembly of a roller skate truck and the students’ performance in the experimental instructional sequence. No one in the control group (n = 50) completed the posttest criterion assembly task, while in the experimental group 84.76% were successful. These data indicate that training methods which are realistic and educationally efficient can be designed to teach a marketable industrial skill.

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