Business screen magazine (1942)

'i^y *•■ *'-t^^^" (CONTIMKD KIIOM PrEVIOI S PaCEI ways, and that the relatiutiship between the wIidIc film lesson and their own shop pnnedures had to he pointed out. Thi' \ isual Learning Guides previously referred to played an important part in the utilization of films. The iM\esligator was present at all film showings and helped to guide the progress of the film lesson. Conferences and di.seussions with the instructors encouraged the preparation for and follow-up of film lessons in the shops. Co.MPARISO.N OF TlME SaVINC The ])riniary results of the experiment have been set up in a table. which is an adaptation from more intricate tabulations in the original report. It is shown that in every case the film group required less time, on the average, to complete their jobs .satisfactorily than did the nonfilm group. Members of the non-film group, on the average, required more than five and om-luilf hours to turn out an acceptable piece of work involving a right hand coarse thread. Members of the film group required less than four hours to conqjlete the same job satisfactorilv. In addition to sa\ing 28 per cent on time, the film grou|p spoiled less than half as much work as did the non-film group. The author of this research study recognizes, in accordance with conservative statistical practice, the existence of some theoretical possiliililv that the advantages apparent in film use may be due to chance, lie comj)utes that the largest odds against the existence of an actual saving, on any of the jobs shown in the table occur in Job 2a-V, where there are only 2 chances in 100. For lb.' other jobs. the\ are still smallii. The average number of rejections is shown in the table, for its bearing upon any supposition that the savings in time might have been gained at the expense of accuracy. In only two of the twelve jobs did the film group have a greater average number of rejections than the non-film group. These jobs, 1-L and 3-L, were both done in the beginners' room. One might expect only very small differences between the film and non-film groups at a time when they had been taught by different methods for so short a period as two weeks. In turning out some projects the film group showed results whidi may sur])rise even motion picture enthusiasts. Thus, in Job 4-H, turning a taper with offset tailstock. half of the film group required, on the MliylSIJKIXG FILMS IJSli! average, less than two hours per successful trial. Fewer than onefifth of the non-film group completed their trials successfulK in the same time. .\t the other end of the scale, while only one trainee in the film group required seven hours or more per successful trial, one-fourth of the non-film group required that long. COMI'AKISON OK Im-01!M\ IIONAI, Gain Duri.vc Tiuimng Coikse In addition to conqiaring film and non-film groups on the basis of speed attained in lathe work, comparisons were made of the two groups in terms of the information gained during their training course. The mean te<hnical information gain of the film group as determined by entering and leaving scores on the I'urdue Test for Machinists and Machine Operators was 38.136. The corresponding gain for the non-film group was 1'J.034. This difference is t).()l times its standard error — a statistical indication of very considerable reliability in the finding. The fai t is rather striking, that the average difference between pre-test and end-test score in the film group was more than twice that of the non-film group. It is consistent in trend, however, with the findings of .Arnspiger. Rulon. and a mnnber of other investigators. What \'isi vi. Teaching Does Returning to the question of sa\ing time, it appears from the table that the more difficult jobs and those requiring greater accuracy were the ones on which the greatest IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIHIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII^ pnCC-CFJ: .' OF ^mr-'' t^ -Ci i^ mmmip . . . Willi a periiiaiiciit and growing staff, complete facilities and the experience of years in the production of films that do their jobs well — these are AUDIO assets which answer the call of INDUSTRY and GOVERNMEIST for services urgently needed in those all-important tasks of training on everv front. 630 Ninth Avenue • New York City Filnn Center Building iiiiiiiiiiiiiiiuiiiiunuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiuuuiiiiiiiiiiiiiiiiiiiiiiiiiiiuiiiiiuiiuiniuiiiMiiiiiiiiiiiiiiiiiiiiiuiiuu^^^^^ savings were effected In films. ,'>ir • these jobs came toward the end ( the course there are four possib interpretations of this part of t. data. 1. Films are more useful i teaching the more complicati and more exacting operatii>i. 2. Film teaihing tends to .ici erate learning in the initl stages, but groups not tauft with films will tend to "eali up with" film groups afleri time. 3. The effe<t of film teaching cumulative. 4. Combinations of ill. 12) at (3). Further research would be need to .show which of these hypothes are correct. Usi.Nc THE Time S.ued Two questions have practical ii portanee arising from the d; showing that those taught with filij learned their lathe skills in a shorti^ time than those ni>t so taught. T first is. did the lime spent in sho ing films cane el the time saved fro practicing on the machines? T answer is definitely no. The fil lessons did last from fiflv to onehu dred minutes, and therefore d prolong somewhat the instruction period that came before the traine began actual work the latl ilflo This was in spite of the fact th iiistniclor demonstrations to tl non-film groups usualb had to I longer and more numerous ih: those given to the film groups. Ho\ ever, the fact that most of the jol re(]uired two or more trials and th. the comparisons are in terms < average time per suciessful Iri suggests that the actual time savir due to films was greater than ll differences between the i alculale 4 means would indicati-. Thus if' I saving of approximately 42 minutii 4 |iir trial on Job 1-L. which require t four trial.s, amounts to a saving il ' 168 minutes, or more than twii the time usually used in the fill j lesson on that job. j j Furthermore, three of the seve! ' lallie films demonstrated more tha one job. so the time spent showin • the film must be di\ided amon{ these jobs. Finally, it should li' obvious tliat even the straight suK stitution of film lessons for a pail of the time on the machines woul have the advantage of making '> possible for more people to use th' same machines. A sccoihI (|ucslion is. »hat did lli film groups do with the time the saved? Several answers to thi question were observed in conduct ing the experiment. Some student, used their spare time to do supph mental exercises on the lathe. Soni ^B1 •rsH. ( , itani u<\ c jl»ai 'vVrliii li-iiiil ■. turn Jiff. :oni jiiv fa iCu K 26 Uusiin'ss SiTi'vn ^lagasim i '" fit