Improving Math Literacy for the Facilities Maintenance Industry: A Multimedia Approach.

Autor/inn/en	Ziegler, John; Taylor, Don
Institution	Texas State Technical Coll., Waco.
Titel	Improving Math Literacy for the Facilities Maintenance Industry: A Multimedia Approach.
Quelle	(1992), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Students; Basic Skills; Community Colleges; Inplant Programs; Inservice Education; Labor Education; Mathematics Education; Mathematics Instruction; Mathematics Materials; Mathematics Skills; Postsecondary Education; Program Descriptions; Remedial Mathematics; School Business Relationship; Technical Institutes; Two Year Colleges; Videodisks; Workplace Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Basic skill; Grundfertigkeit; Community college; Community College; Betriebliche Weiterbildung; Berufsbegleitende Ausbildung; Labour education; Arbeitserziehung; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Mathematische Tafel; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Post-secondary education; Tertiäre Bildung; Technische Fakultät
Abstract	Texas State Technical College in Waco (TSTCW) entered into a partnership with ServiceMaster, one of the largest maintenance companies in the world, to develop a contextual-based videodisc curriculum for facility maintenance workers intended to increase math literacy. TSTCW developed a task analysis, a curriculum, and evaluation measures for the training of facilities maintenance workers in math concepts, from which a workbook and scripting activities for the videodisc were developed. Thirty physical plant employees volunteered for the training, and were divided into three skill levels determined by an assessment test: Level 1, grades zero through four; Level 2, grades five through eight; and Level 3, grades nine and above. After establishing a pretest score, each participant received training from the videodisc, as well as reinforcement exercises from the workbook assignments. The average program completion time was 60 hours, while Level 3 participants completed the training much more quickly than the Level 1 group, . Pretest and posttest scores indicated that most participants' scores increased following program completion, with Levels 1 and 2 showing the most significant changes. The Level 1 group averaged a 27-point increase in number operations and an 18-point increase in problem solving, while the Level 2 group averaged a 28-point increase in number operations and a 5-point increase in problem solving. No significant performance differences were found based on gender or age. A review of the literature, a selected bibliography, extensive demographic information and detailed data tables are included. (MAB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC