This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by MacDonald, N. M. Articles by Souther, M. D. Search for Related Content Social Bookmarking                         What's this?

Teachin Sewing Machine Tension Concepts to Blind and Sighted Students

704-L Allen Hall, West Virginia University, P.O. Box 6122, Morgantown, WV 26506-6122

Mary Ann Manning

1424 Keystone Street, Natrona Heights, PA 15065

Mark D. Souther

606 Knapp Hall, West Virginia University, P.O. Box 6031, Morgantown, WV 26506-6031

An experimental lesson plan on sewing machine tension was developed and administered to groups of blind (N = 12) and sighted (N = 30) students in an attempt to teach this concept more effectively. Tactile/verbal aids were used in the experimental lesson to increase the potential for student comprehension. Student performances on three component tasks were assessed using a five-point difficulty rating scale (0 = "unable to do", to 5 = "could readily accomplish") to compare the experimental lesson with a traditional lesson on sewing machine tension. It was hypothesized that for blind and sighted groups of students there would be no significant differences in mean rating scores for identifying bal anced, loose, and tight tension between the groups which received the experi mental tension lesson and the groups which received the traditional tension lesson. Higher mean ratings were achieved for the experimental lesson when compared to the traditional lesson for both blind and sighted groups of students. Mean ratings increased significantly for blind students following experimental instruction when compared to traditional instruction. Sighted students did not perform significantly better when experimental instruction was compared to tra ditional instruction. However, they achieved the highest mean ratings when the complete tactile/verbal lesson was presented. The experimental lesson produced better results for both groups of students even though more time was involved.

Family and Consumer Sciences Research Journal, Vol. 14, No. 1, 74-79 (1985)
DOI: 10.1177/1077727X8501400108


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?