A study of time and motion differentials in a generalized assignment in a home economics clothing
laboratory class
by Alma Helene Lewis
A THESIS Submitted to the Graduate Committee In partial fulfillment of the requirements for the
degree of Master of Science In Home Economics Education
Montana State University
© Copyright by Alma Helene Lewis (1948)
Abstract:
The purpose of this study was to determine the differences In the amount of time and motion used by
students working In a sewing unit as contrasted to those out of the unit.
A unit arrangement of sewing and pressing equipment was organized In each of the two sewing
laboratories at Montana State College. Two students from each class section were selected as controls
working In the laboratory and were paired with two students assigned as the experimental group
working In the unit. Records were kept by 44 different students from 11 sections for the three
quarters—fall, winter, and spring—that this study was In progress.
Students were paired on the following basis: high school standing record obtained from the College
Registrar’s Office; home economics college prediction record obtained from the College Testing
Bureau; and record of previous sewing Experience obtained from the College Instructors.
The time used In constructing a garment was recorded by the student. Distance traveled was measured
by pedometers and these readings were recorded also.
The data secured showed that the experimental groups saved energy by traveling considerably less
distance than the controls In the laboratory. The amount of time saved by working In the unit was
negligible. All the students answering the questionnaire said they enjoyed working in the unit and
would like to work in a laboratory arranged In this manner. A STUDY OF TIME AND MOTION DIFFERENTIALS IN A GENERALIZED
ASSIGNMENT IN A HOME ECONOMICS CLOTHING
LABORATORY CLASS
by
Alma H elen e L ew is
A THESIS
S u b m itted t o th e G raduate Committee
In
p a r t i a l f u l f i l l m e n t o f th e r e q u ir e m e n ts
f o r th e d e g r e e o f
M a ster o f S c ie n c e i n Home E conom ics E d u c a tio n
at
Montana S t a t e C o lle g e
Approved:
a rg e o f
r Work
Chairman, Examining Committee
e Committee
Bozeman, Montana
A u g u st, 1948
A /3 7 8 '
L S ti,
TABLE OF CONTENTS
C ^ p tX
11
PAGE
LIST OF APPENDIXES ....................................................................
LIST OF TABLES ....................................... . . . . . . . .
LIST OF ILLUSTRATIONS........................
. ........................
ABSTRACT............................................................................................
INTRODUCTION AND HISTORY....................................... ....
. .
PROCEDURE..................................................... .... ............................
B ackground . . . . . .
M eth o d ology
RESULTS
..................................
• • • •
......................... . . . . . . . . . . .
............................................................................................
D is t a n c e • •
......................... • • . . «
........................
Time .................................. * ....................... .... ............................
G rades . . . . . . . .
A t t it u d e s
.......................................
......................... . . . . .
• • •
..............................
DISCUSSION .......................................................................................
D is ta n c e T r a v e le d
.......................................
Time U s e d ................................................
fi
G rades S ecu red ........................................................................
A t t it u d e s
SUMMARY
..................................
CONCLUSIONS
«
• .................... . . . . . . . . . . . .
. . . . . . .
....................
..................................................................................
ACKNOWLEDGMENTS
.........................................................................
LITERATURE CITED AND CONSULTED .......................................
O
B
8 11 6B S3 12
LIST OF APPENDIXES
m
PAGE
APPENDIX A,
Q u e s t i o n n a i r e on Sew ing C o n d i ti o n s I n
M ontana Homes ...........................................
APPENDIX B.
54
Q u e s t i o n n a i r e R e g a rd in g S ew ing L a b o r a to r y
E q u ip m en t S e n t t o 11 C o l le g e s o r
U n i v e r s i t i e s I n W e s te rn A r e a ............
APPENDIX C.
Time S h e e t U sed b y C o n s t r u c t i o n C la s s F a l l Q u a rte r
APPENDIX D.
57
. .....................................................
C a rd s U sed t o R e c o rd T im e,
W in te r Q u a r t e r ........................ ............................
APPENDIX E .
59
62
C a rd s U sed t o R e c o rd T im e,
.
65
APPENDIX F .
C a rd s U sed t o R e c o rd P e d o m e te r R e a d in g s .
64
APPENDIX G^
C h a r t o f D i s t a n c e T r a v e le d by S tu d e n t 8 ,
S p r in g Q u a r te r
. . . . .
........................
S e c t i o n I I , I n U n i t , May 2 6 , 1948 . . .
APPENDIX Gg
C h a rt o f D i s t a n c e T r a v e le d b y S tu d e n t 1 7 ,
S e c t i o n I I , i n L a b o r a to r y , May 2 6 , 1948
APPENDIX Gg
66
A rra n g e m e n t o f E q u ip m en t i n One C lo th in g
L a b o r a to r y w ith t h e U n it I n s t a l l e d
APPENDIX H.
65
. .
67
Q u e s t i o n n a i r e G iv e n t o S t u d e n t s t o
O b ta in R e a c ti o n t o U n it . . . . . . . .
68
LIST OF TABLESS
lv
HABLE
I.
PACE
A v erag e Time P e r Week S p e n t b y R u r a l and U rb an
Homemakers i n V a rio u s A c t i v i t i e s (B u re a u o f
Home E c o n o m ic s, U. S . D e p a rtm e n t o f
A g ric u ltu re )
II.
III.
......................................................................
R e c o rd o f Sew ing Done i n 165 M ontana Homes
• .
14
I n f o r m a t io n U sed I n P a i r i n g S t u d e n ts i n One
S e c t i o n , S p r in g Q u a r te r
V.
10
Number and L o c a tio n o f Sew ing E q u ip m en t U sed
i n 165 M ontana Homes. . . . . . . . . . . .
IV .
10
C la s s
. . . . . . . .
23
H igh S c h o o l S t a n d i n g , Home E co n o m ics P r e d i c t i o n ,
Time S p e n t, D is ta n c e C o v e re d , and G ra d es
S e c u re d i n C lo th in g C o n s t r u c t i o n , S e c ti o n I ,
S p r in g Q u a r t e r .......................
V I.
25
H igh S c h o o l S t a n d i n g , Home E co n o m ics P r e d i c t i o n ,
Time S p e n t , D i s ta n c e C o v e re d , a n d G ra d e s
S e c u re d i n C l o th i n g C o n s t r u c t i o n , S e c t i o n I I ,
S p r in g Q u a r t e r ...............................
V II.
26
H igh S c h o o l S t a n d i n g , Home E co n o m ics P r e d i c t i o n ,
Time S p e n t , D is ta n c e C o v e re d , and G ra d es
S e c u re d i n C lo th i n g C o n s t r u c t i o n ,
S e c t i o n I I I , S p rin g Q u a r te r .......................................
V III.
27
H igh S c h o o l S t a n d i n g , Home E co n o m ics P r e d i c t i o n ,
Time S p e n t , D i s t a n c e C o v e re d , a n d G ra d es
S e c u re d I n C l o th i n g C o n s t r u c t i o n , S e c t i o n IV ,
S p rin g Q u a r te r
....................................................................
20
V
TABLE
PAGE
IX .
r e c o r d G iv in g I n f o r m a t i o n U sed i n P a i r i n g ,
Time S p e n t, a n d F i n a l G rade S e c u re d by
16 s t u d e n t s i n F o u r S e c ti o n s o f C lo th in g
C o n s tru c tio n C la s s , F a l l Q u a rte r
X.
....................
30
R e c o rd G iv in g I n f o r m a t i o n U sed i n P a i r i n g ,
Time S p e n t , D i s t a n c e T r a v e l e d , a n d G rad es
S e c u re d by 12 S t u d e n ts i n T h re e S e c t i o n s o f
R e p a ir a n d R e n o v a tio n , w i n t e r Q u a r te r . . . .
X I.
31
R e c o rd G iv in g I n f o r m a t i o n U sed i n P a i r i n g
16 S t u d e n ts I n F o u r S e c ti o n s o f C lo th in g
c o n s t r u c t i o n C l a s s , S p r in g Q u a r t e r
X II.
....................
32
D i s ta n c e T r a v e le d b y C o n tr o l S t u d e n ts i n t h e
L a b o r a to r y and S e l e c t e d S t u d e n t s i n t h e
O n it W hile C o n s t r u c t i n g F i r s t and S eco n d
G a rm e n ts, S p r in g Q u a r te r
X III.
....................
37
Time Oeed by C o n t r o l S t u d e n t . I n t h e L a b o r a to r y
a n d S e l e c t e d S t u d e n ts i n th e U n it W hile
C o n s t r u c t i n g F i r s t and S eco n d G a rm e n ts ,
S p r in g Q u a r t e r
XIV.
. . . . . .
38
G ra d e s S e c u re d by C o n t r o l S t u d e n t s I n th e
L a b o r a to r y a n d S e l e c t e d S t u d e n ts i n th e
u n i t W h ile C o n s t r u c ti n g F i r s t an d S econd
G a rm e n ts, S p r in g Q u a r te r
XV.
. . . . . .
39
R e p li e s o f 32 S t u d e n ts t o Q u e s t i o n n a i r e on
A t t i t u d e Tow ard U n it A rra n g em en t o f Sew ing
E q u ip m en t I n C lo th in g L a b o r a to r y
42
LIST OJ*' ILLUSTItATIOMS
vi
Ij LATB
Xe
PAG3
O r i g i n a l A rra n g e m e n t o f E q u ip m e n t I n One
L a b o r a to r y » F a l l Q u a r t e r .................................. ....
II*
A rra n g e m e n t o f E q u ip m en t I n One C lo th in g
L a b o r a to r y w ith t h e U n it I n s t a l l e d
III*
19
* * * * * *
20
V iew s o f C l o th i n g L a b o r a to r y Show ing P o s i t i o n
o f E q u ip m en t and P la c e m e n t o f U n it*
M ontana S t a t e C o lle g e
IV .
* * * * * * * . . . . *
21
( a ) U n it A rra n g em en t o f Sew ing a n d P r e s s i n g
E q u ip m en t f o r S p e c i a l U se o f s t u d e n t s
I n U n i t , C lo th in g L a b o ra to ry *
M ontana
S t a t e C o lle g e • • • • • • « • • • • * . . *
22
( b ) C a b in e t f o r P r e s s i n g E q u ip m en t U eed b y
C o n t r o l s O ut o f U n it a n d R e m a in d e r o f
C la s s .
C lo th in g L a b o ra to ry *
S t a t e C o lle g e *
. .
M o n tan a
, .
. *
....................
22
PIOURE
I.
L o c a tio n o f Sew ing E q u ip m en t i n 165 M ontana
Homes, 1948
2*
.
.
.
*
*
*
*
*
,
,
.
*
*
15
H i g h e s t , L o w e s t, A v erag e a n d M edian D i s t a n c e
T r a v e l l e d by S t u d e n ts I n an d O ut o f U n i t l h l l e
C o n s t r u c t i n g F i r s t G a rm e n t.
3.
S p r in g Q u a r t e r
* *
40
H i g h e s t , L o w e s t, A verage and M edian D is ta n c e
T r a v e l l e d by S t u d e n ts I n an d O ut o f U n it W hile
C o n s t r u o t in g S econd G a rm e n t.
S p r in g Q u a r t e r . *
40
V li
FIGURE
4#
PAGE
H i g h e s t , L o w e s t, A v erag e and M edian H o u rs
S p e n t b y S t u d e n t s I n a n d O ut o f U n i t VShile
C o n s t r u c t i n g F i r s t G a rm e n t.
5.
S p r in g Q u a r te r
.
41
S p r in g Q u a r te r .
41
H i g h e s t , L o w e s t, A v erag e a n d M edian H o u rs
S p e n t by S t u d e n ts I n a n d O ut o f U n i t VShile
C o n s t r u c t i n g S e c o n d G a rm e n t.
6.
C o m p ariso n o f t h e A v erag e o f P i n a l C lo th in g
C o n s t r u c t i o n G ra d e s o f S e l e c t e d S t u d e n ts I n
and O ut o f U n it w ith P r e d i c t i o n o f Home
E conom ics A c h ie v e m e n t.
7.
F a l l Q u a r te r . . . . .
47
C o m p ariso n o f t h e A v erag e o f F i n a l C lo th in g
C o n s t r u c t i o n G ra d e s o f S e l e c t e d s t u d e n t s I n
a n d Out o f U n it w i t h P r e d i c t i o n o f Home
E conom ics A c h ie v e m e n t.
8.
W in te r Q u a r te r . . . .
47
C o m p ariso n o f th e A v erag e o f F i n a l C lo th in g
C o n s t r u c t i o n G ra d e s o f S e l e c t e d S t u d e n ts I n
an d Out o f U n it w i t h P r e d i c t i o n o f Home
E conom ics A c h ie v e m e n t.
S p r in g Q u a r te r . . . .
47
ABSTRACT
I
The p u r p o s e o f t h i s s tu d y was t o d e te r m in e t h e d i f f e r ­
e n c e s i n t h e am ount o f tim e a n d m o tio n u s e d by s t u d e n t s w ork­
in g i n a se w in g u n i t a s c o n t r a s t e d t o th o s e o u t o f th e u n i t .
A u n i t a rra n g e m e n t o f se w in g a n d p r e s s i n g e q u ip m e n t
was o r g a n i z e d i n e a c h o f t h e tw o se w in g l a b o r a t o r i e s a t
M o n tan a S t a t e C o l l e g e .
Two s t u d e n t s fro m e a c h c l a s s s e c t i o n
w ere s e l e c t e d a s c o n t r o l s w o rk in g i n t h e l a b o r a t o r y a n d w ere
p a i r e d w ith tw o s t u d e n t s a s s i g n e d a s t h e e x p e r i m e n t a l c ro u p
w o rk in g i n t h e u n i t .
R e c o rd s w ere k e p t b y 44 d i f f e r e n t s t u ­
d e n t s fro m 11 s e c t i o n s f o r th e t h r e e q u a r t e r s — f a l l , w i n t e r ,
a n d s p r i n g — t h a t t h i s s t u d y was i n p r o g r e s s .
S t u d e n t s w ere p a i r e d on t h e f o l lo w in g b a s i s :
h ig h
s c h o o l s t a n d i n g r e c o r d o b t a i n e d from t h e C o lle g e R e g i s t r a r 's
O f f i c e ; home e c o n o m ic s c o l l e g e p r e d i c t i o n r e c o r d o b t a i n e d
fro m t h e C o lle g e T e s t i n g B u re a u ; a n d r e c o r d o f p r e v i o u s sew­
in g E x p e r ie n c e o b t a i n e d from t h e C o lle g e i n s t r u c t o r s .
The tim e u s e d i n c o n s t r u c t i n g a g a rm e n t was r e c o r d e d
by th e s tu d e n t.
D is ta n c e t r a v e l e d was m e a su re d b y p e d o m e te rs
and t h e s e r e a d i n g s w ere r e c o r d e d a l s o .
The d a t a s e c u r e d show ed t h a t t h e e x p e r i m e n t a l g ro u p s
s a v e d e n e r g y b y t r a v e l i n g c o n s i d e r a b l y l e s s d i s t a n c e th a n th e
c o n tr o ls in th e la b o r a to r y .
Ih e am ount o f tim e s a v e d by
w o rk in g i n t h e u n i t was n e g l i g i b l e .
A ll th e s t u d e n t s a n sw e r­
in g t h e q u e s t i o n n a i r e s a i d th e y e n jo y e d w o rk in g i n th e u n i t
an d w ould l i k e t o w ork i n a l a b o r a t o r y a r r a n g e d i n t h i s
m an n e r.
INTRODUCTION
2
Time I s l i m i t e d a n d t h e way i t I s u s e d v a r i e s g r e a t l y
w ith i n d i v i d u a l s .
The e f f e c t i v e u s e o f tim e I n t h e home o f t e n
d i f f e r e n t i a t e s b e tw e e n " h o u s e k e e p in g " and "h o m em ak in g ".
Some
women s p e n d so much tim e I n th e r o u t i n e d u t i e s o f h o u s e k e e p in g
t h a t th e y h a v e no tim e o r e n e r g y l e f t f o r t h e a l l im p o r ta n t
t a s k o f hom em aking.
One o f t h e a im s o f good m anagem ent i s th e
e f f i c i e n t u s e o f tim e a n d e n e rg y i n h o u s e k e e p in g I n o r d e r t o
p r o v id e m ore tim e f o r hom em aking.
N i c k e l l and D o rsey d e f i n e home m anagem ent a s th e
"d y n am ic f o r c e i n hom em aking, t h e m e n ta l w ork a n d pow er t h a t
p u t t h e m a c h in e ry o f h o u s e k e e p in g I n t o a c t i o n an d k eep I t
g o in g * . 1
O fte n hom em akers a r e n o t aw are o f t h e p ro b le m s i n
m anagem ent t h a t make h o u s e k e e p in g so tim e c o n su m in g .
W atson
2
d i d a s tu d y a t Iow a S t a t e C o lle g e i n 1941 t o d e te r m in e w h e th e r
low Incom e f a m i l i e s w ere aw are o f t h e i r m anagem ent p ro b le m s .
As t e s t a r e a s sh e u s e d n u t r i t i o n , c l o t h i n g , c h i l d c a r e , and
money m an ag em en t.
The c o n c l u s i o n o f h e r s tu d y was t h a t t h e
m a j o r i t y o f hom em akers h a d s e r i o u s p ro b le m s i n home m anagem ent
w h e th e r t h e y r e c o g n i z e d them o r n o t .
1 P a u le n a N l c k e l l and J e a n M ulr D o rs e y , M anarem ent i n
Farull?/ L lv ln K (New Y o rk : J o h n W iley a n d S o n s , I n c . , 1 9 4 2 ),
p . 28. "
O
G e r tr u d e E l i z a b e t h W a tso n , "Some P ro b le m s o f t h e Low
Incom e Homemaker a n d H er A w areness o f T hese P r o b le m s " , (u n p u b ­
l i s h e d M a s t e r ’ s t h e s i s , Iowa S t a t e C o l l e g e , 1 9 4 1 ) .
3
D u rin g t h e p a s t t w e n t y - f i v e y e a r s , i n d u s t r y h a s u n d e r ­
g o n e r e o r g a n i z a t i o n i n many p h a s e s t o i n c r e a s e p r o d u c t i o n
th r o u g h a b e t t e r u t i l i z a t i o n o f tim e a n d e n e rg y o f i t s w ork3
m en.
A d e f i n i t e o r d e r o f p r o c e d u r e f o r d e te r m in in g th e b e s t
m eth o d s o f p r o d u c t i o n , c a l l e d jo b a n a l y s i s , h a s b e e n d e v e lo p e d .
R e l a t i v e l y few s t u d i e s u s i n g t h i s p r o c e d u r e h a v e b e e n made i n
t h e f i e l d o f hom em aking t o a n a ly z e th e tim e and m o tio n r e q u i r e d
4
t o c o m p le te a h o u s e h o ld t a s k . G i l b r e t h d i d some o f th e f i r s t
s t u d i e s u s i n g h e r own f a m ily f o r e x p e r i m e n t a l p u r p o s e s .
C ushm an, 3*56 C o r n e l l U n i v e r s i t y , d i d a s t u d y on se w in g c o n d i t i o n s
i n n in e hom es u s in g jo b a n a l y s i s a s t h e te c h n iq u e o f h e r s tu d y .
I t m u st be r e c o g n i z e d t h a t a w id e d i f f e r e n c e e x i s t s i n
t h e t a s k s p e rfo rm e d i n an i n d u s t r i a l p l a n t and a hom e; h o w e v e r,
some o f t h e same p r i n c i p l e s a p p ly to b o t h s i t u a t i o n s .
As a
r e s u l t o f jo b a n a l y s i s , new o r d e r s o f p r o c e d u r e i n p e rf o r m in g
many t a s k s w ere p u t i n t o o p e r a t i o n I n I n d u s t r y .
c r e a s e d w h ile u s e o f tim e an d m o tio n d e c r e a s e d .
O u tp u t I n 6
3 R a lp h M• B a r n e s , M o tio n an d Time S tu d y (Hew Y ork:
Jo h n W ile y and S o n s , I n c . , 1 9 4 0 ) , p p . 1 -3 9 .
* L i l l i a n G i l b r e t h , The Homemaker and H er J o b (New
Y o rk : D. A p p le to n and Com pany, 1 9 2 3 ) , p . 1 5 5 ,
5 E l l a M. C ushm an, " O r g a n i z a t i o n o f th e S ew ing C e n te r
I n t h e Hom e", B u l l e t i n 492 ( I t h a c a , New Y ork: C o r n e l l U n iv e r­
s i t y A g r i c u l t u r a l E x p e rim e n t S t a t i o n , r e p r i n t 1 9 4 4 ) , p p . 1 - 3 7 .
6 B a rn es,
ojd.
c l t . . pp. 1 -3 9 .
4
An a n a l y s i s o f a n y h o u s e h o ld t a s k r e q u i r e s a p r e l i m ­
in a ry I n v e s tig a tio n .
T h is I n v e s t i g a t i o n s h o u ld i n c l u d e :
_____ "A s tu d y o f t h e Im p o rta n c e o f t h e Job a s i n d i c a t e d b y how
o f t e n t h e Job i s done
_____ A s tu d y o f t h e p e o p le p e rf o r m in g t h e jo b and t h e i r r e l a ­
t io n to I t
_____ A s tu d y o f t h e m ethod f o llo w e d I n d o in g t h e j o b - - t h i s
w ould I n c l u d e t h e d i s t a n c e t r a v e l e d and t h e tim e consum ed
____
A s tu d y o f t h e e q u ip m e n t and m a t e r i a l s u s e d i n p e rf o r m in g
t h e J oh
_____ A s tu d y o f t h e s u r r o u n d i n g s o f t h e w o rk in g a r e a a s th e y
r e l a t e t o t h e s a t i s f a c t i o n o f t h e w o rk e r
7
_____ An a n a l y s i s o f d a t a c o l l e c t e d . "
M ost jo b a n a l y s i s s t u d i e s c o n c e rn e d w ith t h e m e c h a n ic s
o f p e r f o r m in g h o u s e h o ld t a s k s h a v e c e n t e r e d a b o u t t h e k i t c h e n .
The f i n d i n g s o f t h e s e s t u d i e s h a v e s e r v e d a s t h e b a s i s f o r th e
g r e a t im p e tu s f o r im p ro v in g w ork c e n t e r s I n t h i s a r e a .
The
te r m s " fo o d p r e p a r a t i o n c e n t e r " , " l a u n d r y c e n t e r " , an d o t h e r
s p e c i f i c c e n t e r s a r e u n d e r s t o o d b y t h e m a j o r i t y o f hom em akers
e v en th o u g h a good many o f them may n o t h a v e t h e i r e q u ip m e n t
8
o r g a n iz e d i n t o t h e s e w ork c e n t e r s . *
'y —— ——
C ushm an, 0£ . o l t . . r e p r i n t 1 9 4 4 , p . 5 .
® L y d ia Ray B a l d e r s t o n . H o u s e w ife ry (C h ic a g o : J . B.
L l p p l n c o t t Company, r e v i s e d 1936) , p p . I -J s .
5
Among o t h e r s . G r o s s ,
H a lb e rt,
r e s e a r c h I n t h i s f i e l d o f w ork c e n t e r s .
and W eaver
G ro ss
12
h a v e done
su m m arized
h e r f i n d i n g s I n t h i s s t a t e m e n t , " A t t e n t i o n t o w o rk in g a r r a n g e ­
m e n ts g a v e g r e a t e r r e s u l t s th a n t h e d e t a i l e d s tu d y o f body
m ovem ents s i n c e Im p ro v ed a rr a n g e m e n ts o f n e c e s s i t y d e c r e a s e d
num ber a n d d u r a t i o n o f o p e r a t i o n s . "
Sew ing I s one a c t i v i t y I n t h e home w h ich seem s t o be
done w ith much w a s te d tim e and e n e r g y .
Is sp re a d o v er th e e n tir e h o u se.
E q u ip m en t f r e q u e n t l y
Cushman"*-3 d i d s t u d i e s I n
n in e hom es c h a r t i n g t h e pathw ay o f hom em akers w h ile m aking an
a p r o n , u s i n g e q u ip m e n t i n o r i g i n a l p o s i t i o n s and a g a i n w ith
e q u ip m e n t r e o r g a n i z e d .
I n one hom e, 245 f e e t w ere t r a v e l e d
u n d e r th e f i r s t a rra n g e m e n t a n d o n ly 89 f e e t 4 i n c h e s when
t h e e q u ip m e n t was a r r a n g e d I n a u n i t .
To f i n d how se w in g e q u ip m e n t was a r r a n g e d I n M ontana
h o m e s, a q u e s t i o n n a i r e , f o r m u la te d by t h e i n v e s t i g a t o r , on
k in d an d l o c a t i o n o f se w in g e q u ip m e n t was s e n t t o women i n 9*123
9 Irm a H. G ro s s and E s t h e r E v e r e t t , "W ork S i m p l i f i c a ­
t i o n o f T h re e H o u se h o ld T a s k s " , ( u n p u b lis h e d M a s t e r ’ s t h e s i s ,
M ic h ig a n S t a t e C o l l e g e , 1 9 4 4 ) .
E l i z a b e t h H e le n H a l b e r t , "T he A d a p ta tio n o f Work
S i m p l i f i c a t i o n M ethods t o H o u s e h o ld A c t i v i t i e s " , ( u n p u b lis h e d
M a s t e r 's t h e s i s , P u rd u e U n i v e r s i t y , 1 9 4 5 ).
H E l a i n e K now les W eav er, "How H ard Do Homemakers W ork?"
( c o m p ile d f o r E u re k a W illia m s C o r p o r a t i o n , B lo o m f ie ld , I l l i n o i s ) .
12 G r o s s , o p . o l t .
13 C ushm an, o g . o l t . . r e p r i n t 1 9 4 4 , p p . 1 - 3 7 .
6
sev en c o u n tie s .
( A p p en d ix A)
T h is q u e s t i o n n a i r e was c i r c u ­
l a t e d b y home d e m o n s tr a ti o n a g e n t s t o m em bers o f one c lu b I n
each o f seven c o u n tie s .
The r e s u l t s
o f th e q u e s t i o n n a i r e
I n d i c a t e d t h a t few women h a d t h e i r e q u ip m e n t a r r a n g e d i n a
c o n v e n i e n t m a n n e r.
F u r t h e r f i n d i n g s o f t h i s s u rv e y w i l l be
g i v e n on p a g e s 1 3 -1 5 o f t h i s r e p o r t .
No d o u b t t h e f a c t o r s t h a t make se w in g a d i s a g r e e a b l e
t a s k t o many hom em akers a r e t h e I r r i t a t i o n an d a n n o y a n c e
c a u s e d b y s c a t t e r e d and u n o r g a n iz e d se w in g e q u ip m e n t, p o o r i n
q u a l i t y a n d I n a d e q u a te i n a m o u n t.
I t i s t h e p o l i c y o f E l l a M. Cushman a t C o r n e l l U n iv e r­
s i t y , u p o n r e q u e s t , t o ta k e h e r c l a s s i n Home M anagem ent t o
hom es I n t h e v i c i n i t y t o h e l p hom em akers w ith t h e i r p ro b le m s .
I n h e r b o o k . M anagem ent i n Homes, s h e r e p o r t s on th e w ork h e r
c l a s s d i d I n h e l p i n g t h r e e hom em akers o r g a n iz e se w in g c e n t e r s
I n t h e i r h o m es. 14
W ith t h e h e l p o f h e r c l a s s , s h e d e v e lo p e d
a se w in g c a b i n e t w h ich c o n t a i n e d a l l t h e e q u ip m e n t n e c e s s a r y
f o r home s e w in g . 15
The I d e a o f a se w in g c e n t e r e v o lv e d fro m
t h i s and o t h e r s t u d i e s .
Cushman a d v o c a te d th e p l a c i n g o f
t h e s e c a b i n e t s i n r u r a l s c h o o l s I n w h ic h home e c o n o m ic s was
t a u g h t , a s w e l l a s i n th e c l o t h i n g l a b o r a t o r i e s i n h ig h
s c h o o ls an d c o l l e g e s so t h a t t h e o r g a n i z i n g and g r o u p in g o f
se w in g e q u ip m e n t w o u ld becom e a n a c c e p t e d c u sto m .
E l l a M. C ushm an, M anagem ent i n Homes (New Y orkt The
M a c m illa n Com pany, 1 9 4 5 ) , p p , 2 2 5 -2 3 1 .
15 Cushm an, o g . c l t . . r e p r i n t 1 9 4 4 , p p . 1 - 3 7 .
7
R e l a t i v e l y few c l o t h i n g l a b o r a t o r i e s h a v e u s e d th e
se w in g c e n t e r o r u n i t a rra n g e m e n t f o r e q u ip m e n t.
A q u e s tio n ­
n a i r e was s e n t t o e l e v e n w e s t e r n c o l l e g e s o r u n i v e r s i t i e s t o
a s c e r t a i n t o w hat e x t e n t u n i t a rr a n g e m e n ts w ere u s e d .
(A p p e n d ix B)
A l l t h e c o l l e g e s c o n t a c t e d , a s w e ll a s M ontana
S t a t e C o l l e g e , h a d t h e u s u a l l a b o r a t o r y a rr a n g e m e n t— t a b l e s
down t h e c e n t e r o f t h e ro o m , m a c h in e s a t one s i d e , i r o n i n g
b o a r d s a t one e n d , and t h e f i t t i n g
room an d m i r r o r s a t a n o th e r
lo c a tio n .
A tim e and m o tio n s tu d y was c a r r i e d on b y t h e i n v e s t i ­
g a to r f o r th r e e q u a r te r s in th e c lo th in g c o n s tr u c tio n c la s s e s
a t M ontana S t a t e C o l le g e .
The aim o f t h i s s tu d y was t o d e te r m in e t h e d i f f e r e n c e s
i n t h e am ount o f tim e and m o tio n u s e d b y c o l l e g e s t u d e n t s i n
t h e c o n s t r u c t i o n o f g a rm e n ts u n d e r e x i s t i n g l a b o r a t o r y a r ­
ra n g e m e n ts a s c o n t r a s t e d t o a u n i t a rr a n g e m e n t.
By d o in g t h i s s t u d y , t h e i n v e s t i g a t o r h o p e d t o f i n d
t h e a n sw e rs t o t h e f o l lo w in g q u e s t i o n s :
_____ W ill tim e b e s a v e d i n c l o t h i n g c o n s t r u c t i o n by a u n i t
a r r a n g e m e n t o f e q u ip m e n t?
_____ W ill t h e am ount o f m o tio n b e r e d u c e d s u f f i c i e n t l y to
w a r r a n t s e t t i n g up u n i t a rr a n g e m e n ts ?
____ W ill t h e g i r l e n jo y h e r w ork m ore o r l e s s u n d e r t h i s
a rra n g e m e n t?
T h ere a r e tw o r e a s o n s why t h e I n v e s t i g a t o r c h o s e t h i s
p a r t i c u l a r s u b je c t f o r s tu d y .
A S c h o o l o f Homemaking i s b e in g
8
e s t a b l i s h e d a t t h e U n i v e r s i t y o f S a s k a tc h e w a n , an d th e p e o p le
r e s p o n s i b l e f o r t h e a rra n g e m e n t o f se w in g e q u ip m e n t a r e d e s i r ­
o u s o f know ing w h e th e r u n i t a rra n g e m e n t I s p r e f e r a b l e t o t h e
u s u a l l a b o r a t o r y a r r a n g e m e n t.
I h l s s c h o o l I s t o g iv e p r a c t i ­
c a l t r a i n i n g i n hom em aking a n d I s n o t f o r p r o f e s s i o n a l t r a i n ­
i n g , so a n a p p r o x im a tio n o f home s i t u a t i o n s I s d e s i r a b l e .
The s t a f f o f t h e c l o t h i n g d e p a r tm e n t a t M ontana S t a t e C o lle g e
a l s o e x p r e s s e d i n t e r e s t i n su c h a s t u d y .
PROCEDURE
9
One o f t h e p r im a r y c o n s i d e r a t i o n s i n a n i n v e s t i g a t i o n
o f t h i s k in d i s a n a n a l y s i s o f t h e im p o r ta n c e o f t h e j o b , a n d
t h a t im p o rta n c e i s i n d i c a t e d b y t h e am ount o f w ork done an d
t h e n e c e s s i t y f o r i t s b e in g d o n e .
Two s i t u a t i o n s u n d e r w hich
se w in g i s d o n e w ere i n v e s t i g a t e d , t h e home an d t h e c o l l e g e
la b o ra to ry .
A s tu d y h a v in g b e a r i n g o n t h e home s i t u a t i o n was made
b y t h e B u re a u o f Home E c o n o m ic s, U n i t e d S t a t e s D e p a rtm e n t o f
16
A g r i c u l t u r e a n d r e c o r d e d i n M anagem ent i n D a lly L i v i n g .
T h is s tu d y show s t h a t r u r a l a n d s m a ll tow n hom em akers sp e n d
a n a v e r a g e o f fro m 5 t o 6 h o u r s a week on se w in g a n d m en d in g .
The a v e r a g e tim e s p e n t on a l l hom em aking a c t i v i t i e s
i m a t e l y 50 h o u r s p e r w e ek .
i s a p p ro x ­
The a v e r a g e tim e s p e n t i n se w in g
a n d m ending i s o n e - t e n t h o f t h e tim e s p e n t on a l l a c t i v i t i e s .
L a u n d e rin g t a k e s a p p r o x im a te ly t h e same am ount o f t i m e .
T a b le I .
A s u r v e y c o n d u c te d by t h e B u re a u o f A g r i c u l t u r a l E co­
n o m ic s t o f i n d "W om en's P r e f e r e n c e s Among S e l e c t e d T e x t i l e
P r o d u c t s " r e v e a l s t h a t 65 p e r c e n t o f t h e 729 women q u e s t io n e d
17
make t h e i r own h o u s e d r e s s e s o r h a v e th em made f o r th e m .
R u th B o n d e, M anagem ent I n D a i ly L iv in g (New Y orkt
The M a c m illa n Com pany, 1 9 4 4 ) , p . 8 2 .
17 B u re a u o f A g r i c u l t u r a l E c o n o m ic s , Women's P r e f e r ­
e n c e s A m o S e l e c t e d T e x t i l e P r o d u c t s . M is c e ll a n e o u s P u b l i ­
c a t i o n No. 6 4 l , (W a s h in g to n , D. C . % U n i t e d S t a t e s D e p a rtm e n t
o f A g r ic u ltu r e , 1 9 4 7 ), p . 59 .
10
TABLE I
AVERAGE TIME PER WEEK Si5EMT BY RURAL AMD URBAN
HOMEMAKERS IN VARIOUS ACTIVITIES*
^Ijtnprlnfced d a t a ,
B u re a u o f Home E c o n o m ic s. P . b , D e p t, o f A ^ rI «)
'A v e ra re Time s p e n t by?
Home­
Home­
O th e r
m a k e rs i n m a k e rs i n
Farm
ru ra l
A c tiv ity
c itie s
c itie s of
hom ehom eunder
1 0 0 ,0 0 0
m a k e rs
1 0 0 ,0 0 0
m ak ers
o r m ore
H r. M in. H r. M in. H r. M in. H r. M in .
Homemaklng
2
10
P u r c h a s in g k m anagem ent
2
4
40
45
5
29
4
3
55
C a re o f f a m ily
10
18
9
43
29
15
14
54
P r e p a r i n g m e a ls
13
10
49
9
14
7
36
6
C l e a r i n g away m e a ls
45
5
11
4
3
9
7
37
26
38
C le a n in g & c a r e o f h o u se 9
7
20
5
16
L a u n d e rin g
5
18
11
3
54
2
34
I
(M ending
I
27
39
I
I
24
4
(S ew in g
59
3
45
19
2
2
38
19
2
O th e r hom em aking
2
48
35
3
4
36
T o t a l f o r hom em aking
51
40
51
49
a c tiv itie s
31
40
47
6
*O nly p a r t o f t a b l e q u o te d .
The M ontana s u rv e y t h a t t h e I n v e s t i g a t o r c o n d u c te d show s
t h a t o f t h e 165 women r e p o r t i n g , 83 p e r c e n t make some o f t h e i r
own c l o t h e s an d 12 p e r c e n t make a l l o f t h e i r c h i l d r e n 's
c lo th e s .
T a b le I I .
Table
ii
RECORD OF SEWING DONE IN 165 MONTANA HOMES
C lo th in g c o n s t r u c t e d
C h i l d r e n 's c l o t h e s
Ovm c l o t h e s
C lo th e s f o r o t h e r s
Number o f women t h a t
Make a l l
Make some
20
12
4
10
137
64
11
A g o o d d e a l o f tim e a n d th o u g h t h a v e b e e n g i v e n t o Im­
p r o v in g l a u n d e r i n g c o n d i t i o n s , b u t l i t t l e
Im p ro v e se w in g c o n d i t i o n s .
h a s b e e n done t o
The f i n d i n g s g i v e n I n t h e s u r v e y s
m e n tio n e d seem t o j u s t i f y f u r t h e r s t u d y I n t h i s f i e l d .
A t M ontana S t a t e C o lle g e e a c h c l o t h i n g c o n s t r u c t i o n
c l a s s I s a llo w e d a p p r o x im a te ly 22 l a b o r a t o r y p e r i o d s o f 2
h o u r s e a c h , a t o t a l o f 44 h o u r s p e r q u a r t e r .
T h is a l l o t m e n t
v a r i e s fro m q u a r t e r t o q u a r t e r d e p e n d in g upon o p e n in g a n d
c l o s i n g d a t e s , h o l i d a y s , and o t h e r f a c t o r s .
One c l o t h i n g
c l a s s t a k e s r o u g h ly o n e - f i f t h o f t h e s t u d e n t s ’ w o rk in g h o u r s .
The c u r r i c u l u m I n t e x t i l e s a n d c l o t h i n g I n c l u d e s many ty p e s
o f c lo th in g c o n s tr u c tio n c la s s e s .
A d i f f e r e n t c l a s s was u s e d e a c h q u a r t e r i n t h i s s t u d y .
The c o n s t r u c t i o n r e q u i r e m e n ts v a r i e d w i t h t h e c l a s s e s .
R e q u ire m e n ts f o r t h e f a l l q u a r t e r c l a s s w e re :
______ t o c o n s t r u c t an u n l i n e d w o o l g a r m e n t, p r e f e r a b l y a one
p ie c e d r e s s
_____ t o c o n s t r u c t a n a r t i c l e
s u c h a s a r a y o n d ic k e y o r a
b l o u s e h a v in g a c o n v e r t i b l e c o l l a r .
S t u d e n ts i n t h e c l a s s t h i s q u a r t e r h a d h a d one p r e v i o u s
c o l l e g e c l o t h i n g c o n s t r u c t i o n c o u r s e , o r e q u i v a l e n t home o r
c lu b e x p e r i e n c e w h ich was s u f f i c i e n t t o p e r m it e n t r a n c e .
C o n s t r u c t i o n r e q u i r e m e n ts f o r t h e w i n t e r q u a r t e r c l a s s
w e re :
a w ool m a k e -o v e r f o r s e l f o r o t h e r s
12
_____ a g a rm e n t u s i n g some m ac h in e a tta c h m e n t su c h a s r u f f l e r
o r tu c k e r
_____ r e p a i r i n g a p e r s o n a l a r t i c l e
____
a d d i t i o n a l p r o j e c t o f a l t e r a t i o n o f re a d y -m a d e g a rm e n t.
S t u d e n ts i n t h i s c l a s s h a d h a d one o r tw o p r e v io u s
c o lle g e c o n s tr u c tio n c o u rs e s .
I n t h e s p r i n g q u a r t e r , s t u d e n t s w ere t a k i n g t h e i r f i r s t
c o lle g e c lo th in g c o n s tr u c tio n c la s s b u t t h e i r p re v io u s e x p e r i­
ence v a rie d n o tic e a b ly .
T a b le IV , p a g e 2 3 , g i v e s t h e b a c k ­
g ro u n d o f s t u d e n t s i n one s e c t i o n o f th e s p r i n g q u a r t e r c l a s s .
B a c k g ro u n d v a r i e d fro m no e x p e r i e n c e t o t h r e e y e a r s i n h ig h
s c h o o l an d s i x y e a r s i n 4-H C lu b w o rk .
I n v iew o f t h i s e x p e r ­
i e n c e any s t u d e n t was p r i v i l e g e d t o c h a l le n g e t h e c o u r s e j a
p a s s i n g g r a d e e x em p te d h e r .
C o n s t r u c t i o n r e q u i r e m e n ts f o r
t h i s q u a r t e r w ere tw o g a rm e n ts made o f c o t t o n o r m a t e r i a l
o f f e r i n g s i m i l a r p r o b le m s .
E i t h e r one o f t h e s e g a rm e n ts was
to in c lu d e :
_____ c o n v e r t i b l e o r n o n - c o n v e r t i b l e c o l l a r
____
s e t In s le e v e s
_____ b o u n d o r w o rk ed b u t t o n h o l e s
____
s lid e
fa s te n e r.
I t i s a l s o i m p o r t a n t i n an I n v e s t i g a t i o n t o c o n s i d e r
t h e p e r s o n c o n c e rn e d a n d h e r r e l a t i o n t o t h e j o b .
The p r i n ­
c i p a l r e a s o n s women g i v e f o r d o in g sew in g i n t h e home seem t o
18 B u re a u o f A g r i c u l t u r a l E c o n o m ie s, I o e . c l t «
13
_____ f o r t h e s a k e o f econom y
_____ I n o r d e r t o h a v e g a rm e n ts t h a t a r e i n d i v i d u a l
____
f o r c o n v e n ie n c e
____ _ f o r e n jo y m e n t
_____ f o r b e t t e r f i t
_____ f o r b e t t e r w o rk m a n sh ip .
C o lle g e s t u d e n t s sew e i t h e r b e c a u s e i t
i s a c o u rs e r e ­
q u ire d f o r t h e i r p a r t i c u l a r c u rric u lu m , o r e l e c t i t b ecau se
t h e y w a n t t o l e a r n t o make c l o t h e s f o r th e m s e lv e s a n d l a t e r
f o r m em bers o f t h e i r f a m i l y .
A n o th e r c o n s i d e r a t i o n i n a n i n v e s t i g a t i o n i s an a n a l y ­
s i s o f th e e q u ip m e n t a n d m a t e r i a l s u s e d i n p e r f o r m in g a J o b .
The s u r v e y made i n M ontana show s t h a t o f t h e r u r a l
hom em akers q u e s t i o n e d , few h a v e done a n y th in g t o g ro u p se w in g
e q u ip m e n t so t h a t tim e an d m o tio n c o u ld b e r e d u c e d when e q u ip ­
m ent was u s e d .
Prom t h e r e p o r t s o f t h e 165 women, o n ly 17 h a d
t h e i r sew in g e q u ip m e n t a r r a n g e d i n a sew in g o r u t i l i t y
T a b le I I I
room .
shows t h e num ber a n d l o c a t i o n o f se w in g e q u ip m e n t i n
t h e s e M ontana h o m e s; F ig u r e I g i v e s a g r a p h i c p r e s e n t a t i o n o f
t h i s in fo rm a tio n .
14
TABLE I I I
NUMBER AND LOCATION OP SEWING EQUIPMENT
USED IN 165 MONTANA HOMES
Room
M achine
K itc h e n
D in in g room
U t i l i t y room
Bedroom
L iv in g room
*Sun p o rc h
» H a ll
-^Basement
*No p a r t i c u l a r p l a c e
No a n sw e r
C u ttin g P r e s s in g
Smalj
e q u ip m e n t e q u ip m e n t e q u ip m e n t
15
37
17
35
40
4
I
2
87
52
17
4
8
31
14
102
32
17
6
4
I
20
16
41
17
44
12
8
•
11
33
#N ot c h a r t e d I n F ig u r e I
T a b le I I I
shows t h a t a lt h o u g h 35 m a c h in e s a r e u s e d I n
t h e b e d ro o m , o n ly 4 women o u t o u t a n d a s s e m b le g a rm e n ts t h e r e
a n d o n ly 6 women k e e p p r e s s i n g e q u ip m e n t I n t h a t room .
One
h u n d re d an d tw o women do t h e i r p r e s s i n g I n t h e k i t c h e n b u t
o n ly 15 m a c h in e s a r e k e p t t h e r e .
I t i s e v i d e n t t h a t a g o o d d e a l o f e x t r a w a lk in g i s
n e c e s s i t a t e d b y h a v in g t o move fro m room t o room f o r v a r i o u s
o p e ra tio n s .
I n some c o l l e g e se w in g l a b o r a t o r i e s , t h e e q u ip m e n t i s
g e n e r a l l y l o c a t e d I n one room b u t i s w id e ly s e p a r a t e d .
The
a n sw e rs r e c e i v e d fro m t h e n i n e w e s t e r n c o l l e g e s o r u n i v e r s i ­
t i e s I n d i c a t e d t h a t none o f t h e i r l a b o r a t o r i e s w ere a r r a n g e d
on t h e u n i t b a s i s , n o r w ere t h e l a b o r a t o r i e s a t M ontana S t a t e
NUMRER.
OF
PEOPLE
15
S O N
KITCHEN
ROOM
F IG . I.
ROOM
L O C A T IO N
I 65
PORCW
ROOM
OF
M ONTANA
SELW ING
E L Q U iP M E N T
HOMES
IN
1948
________
16
C o lle g e .
U n d e r su c h a n a rr a n g e m e n t t h e s t u d e n t o u t s o u t h e r
g a rm e n t on th e w ork t a b l e , g o e s t o a m ach in e a t one s i d e o f
t h e room t o s t i t c h , r e t u r n s t o t h e t a b l e f o r b a s t i n g , g o e s t o
t h e e n d o f t h e room e a c h tim e sh e n e e d s t o p r e s s , r e t u r n s t o
t h e t a b l e f o r b a s t i n g o r t o t h e m ach in e f o r s t i t c h i n g , a n d
g o e s t o a n o t h e r room f o r f i t t i n g s .
%
17
M e th o d o lo g y :
I n a p r e l i m i n a r y I n v e s t i g a t i o n a n a l y z i n g a h o u s e h o ld
t a s k I t I s I m p o r ta n t t o s tu d y t h e m eth o d f o llo w e d I n p e rf o r m ­
in g t h e t a s k .
I n a s tu d y su c h a s t h i s c o n c e r n in g t h e tim e a n d
m o tio n u s e d b y s t u d e n t s I n c o n s t r u c t i n g c l o t h i n g , I t i s o f
s t i l l g r e a t e r I m p o r ta n c e .
When a n a l y z i n g t h e m ethod u s e d I n
c o m p le tin g a j o b , t h e d i s t a n c e t r a v e l e d a n d t h e tim e consum ed
s h o u ld b e c o n s i d e r e d .
When t h i s
s tu d y was u n d e r t a k e n f a l l q u a r t e r , th e i n v e s ­
t i g a t o r fo u n d t h e c l o t h i n g l a b o r a t o r i e s a t M o n tan a S t a t e
C o lle g e a r r a n g e d i n w hat I s c o n s i d e r e d th e u s u a l l a b o r a t o r y
m a n n e r.
P la te I .
I n o rd e r to c a r r y o u t t h i s s tu d y , th e in ­
v e s t i g a t o r o r g a n i z e d a u n i t a t one end o f t h e room w hich w o u ld
accom m odate two s t u d e n t s .
P l a t e s I I , I I I , an d IV .
In a rra n g ­
in g t h i s u n i t , t h e o n ly e q u ip m e n t t h a t h a d t o b e rem oved from
t h e r e g u l a r l a b o r a t o r y was one se w in g m a c h in e .
An a d d i t i o n a l
m ac h in e was p u r c h a s e d and p l a c e d i n t h e r e g u l a r l a b o r a t o r y f o r
u se w in te r and s p rin g q u a r t e r s .
The same p r o c e d u r e was f o l ­
lo w ed i n s e t t i n g up a d u p l i c a t e u n i t i n t h e s e c o n d c l o t h i n g
la b o ra to ry .
E ach u n i t c o n ta in e d tw o se w in g m a c h in e s , tw o
t a b l e s , tw o o ra n g e c r a t e s , one i r o n i n g b o a r d , a n d one o ra n g e
c r a t e f a s t e n e d t o t h e w a l l above t h e i r o n i n g b o a r d t o h o ld
p r e s s i n g e q u ip m e n t.
h e r own u s e :
E ac h g i r l a s s i g n e d t o t h e u n i t h a d f o r
a se w in g m ac h in e e i t h e r e l e c t r i c
or tre a d le , a
w o rk t a b l e , and a c r a t e i n w h ic h t o k e ep e q u ip m e n t.
The tw o
18
g i r l s s h a r e d th e u s e o f t h e I r o n i n g b o a r d a n d p r e s s i n g e q u ip ­
m e n t.
Jj I a t e IV .
The l a t t e r i n c l u d e d one e l e c t r i c c o n t r o l
I r o n , one s te a m i r o n , p r e s s i n g c l o t h s o f w ool a n d c o t t o n ,
seam r o l l , ham , s l e e v e b o a r d , d i s h o f w a t e r , an d sp o n g e .
T h ese w ere p l a c e d I n t h e c r a t e above t h e i r o n i n g b o a rd an d
c o u ld b e r e a c h e d w i t h o u t e x t r a s t e p s — w ith t h e e x c e p ti o n o f
t h e ste a m i r o n .
The e l e c t r i c i r o n was k e p t on t h e I r o n i n g
b o a r d b u t th e ste a m i r o n was s h a r e d w ith s t u d e n t s I n th e l a b ­
o ra to ry .
F r e q u e n t l y t h e g i r l i n t h e u n i t h a d t o go t o one o f
t h e o t h e r I r o n i n g b o a r d s t o g e t t h e ste a m i r o n .
T a b le s a n d m a c h in e s a r e o f t e n moved i n t h e l a b o r a t o r y .
The p o s i t i o n o f e a c h p i e c e o f e q u ip m e n t was m ark ed on th e
f l o o r w ith p a i n t t o I n s u r e h a v in g i t I n e x a c t l y t h e same p o s i ­
tio n fo r each c la s s .
When t h e i n v e s t i g a t o r was n o t t h e r e t o do
s o , t h e p r e s i d i n g t e a c h e r c h e c k e d t h e p o s i t i o n o f e q u ip m e n t a t
t h e b e g in n in g o f e a c h c l a s s p e r i o d .
SLVM NG
I CIO N I N ( ;
MACH.
B O A fX O
LOCV LTX R O O M
M A C H IN E.
M A C H I NtL
M A C H IN E-
SCAUE
OR IG IN A L
ONL
ARR ANGLM ENT
L A B O R ATOlAY
PLATL
I
—
OF
FALL
EQUIPM ENT
QUARTER
:
---------------------- ----------------------------------------- --------------------—
•—
—
---
—
SCALE
AP-R A N GE. ME N T
LABORATORY
OF
WITH
EQUIPMENT
THE
PLATE-
UNIT
H
Z8
- I-O"
IN O N E
CLOTWINQ
INSTALLED
VIEWS
OF
C L O T H IN G
EQUIPM ENT
AND
MONTANA
STATE
LABORATORY
PLACEMENT
OF
SHOW ING PO SITIO N
OF
UNIT.
COLLEGE
1;
Ati
I
PLATE
■ ''
-
__________________________
m
r K- ■
2,2
U N I T AUt t AN G EI vl L Ki T O F S L W I N G 1 A N D P t t L S S I N G
EQUIPMENT
FOR S P E C I A L U S E OF C O N T R O L S
IN UNI T CLOTHING L A B O R A T O R Y .
MONTANA
STATE
COLLEGE.
CABINET
FOR P R E S S I N G E Q U I P M E N T
U S E D BY C ON T RO L S OUT OF
U N I T A N D F kEMAt NDLR O F C L A S S . C L O T H I N G L AB OR A TO RY
MONTANA
STATE
COLLEGE.
PLATE T I
25
I n o r d e r t o h a v e a b a s i s f o r p a i r i n g t h e s t u d e n t s t o be
u s e d i n t h i s s t u d y , t h e f o llo w in g I n f o r m a t i o n was t a b u l a t e d
f o r e v ery g i r l in each s e c tio n o f a c la s s :
h ig h s c h o o l s t a n d ­
in g s e c u r e d from C o lle g e R e g i s t r a r 's O f f i c e ; home eco n o m ic s
p r e d i c t i o n o b t a i n e d from t h e C o lle g e T e s ti n g B u re a u ; h ig h
s c h o o l , hom e, and c lu b e x p e r i e n c e r e c o r d s o b t a i n e d from C o lle g e
In s tru c to rs .
T a b le IV g i v e s t h i s i n f o r m a t i o n f o r one s e c t i o n
o f a c la s s .
TABLE IV
INFORMATION USED IN PAIRING STUDENTS IN ONE SECTION
SPRING QUARTER CLASS
SECTION I
H igh
sch o o l
sta n d in g :
Home
e co n o m ic s
p re d ic tio n
I
M
B
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
H
H
on
H
H
H
M
L
H
on
H
H
H
on
on
on
B
A
in d e n t*
N ot
N ot
Not
N ot
Not
file
B
B
B
B
C
B
file
A
B
A
file
file
file
Inin
O th e r
e x p e rie n c e s
2 y r s . H .S .
I y r . 4-H
None
At home
2 y r s . H .S .
2 y r s . 4-H
2 y r s . H .S .
None
None
None
I y r . 4-H
I y r . H .S .
None
None
None
I y r . H .S .
Home
None
P o s itio n o f
s e le c te d s tu d e n ts to u n i t
In
In
Out
Out
& S tu d e n t I was p a i r e d w ith s t u d e n t ti, D oth havTng 'a h ig h s c h o o l
r a t i n g o f medium a n d a home e c o n o m ic s p r e d i c t i o n o f B. S tu d e n t
3 was p a i r e d w ith s t u d e n t 1 2 , b o t h h a v in g h i g h s c h o o l s t a n d in g
o f h i g h and a p r e d i c t i o n o f A.
24
P r e d i c t i o n r e c o r d , tim e s p e n t , a n d g r a d e o b t a i n e d f o r
a l l s t u d e n t s i n e a c h o f t h e f o u r s e c t i o n s a r e t o be fo u n d i n
T a b le s V, V I, V I I , and V I I I .
The home e c o n o m ic s p r e d i c t i o n i s e x p r e s s e d b y l e t t e r s .
The T e s t i n g B u re a u a t M ontana S t a t e C o lle g e g i v e s th e f o llo w ­
in g in f o r m a tio n re g a r d in g th e l e t t e r s u s e d .
"The l e t t e r s A,
B , C, a n d D a r e u s e d t o e x p r e s s e x p e c te d s u c c e s s i n A g r i c u l ­
t u r e , S c i e n c e , E n g i n e e r i n g , Home E c o n o m ic s, and S e c r e t a r i a l
S tu d ie s .
T hese a r e a r r i v e d a t by m eans o f v a r i o u s w e ig h ts
a p p l i e d t o t h e f a c t o r s . H ig h S c h o o l S t a n d i n g , P s y c h o lo g y
P la c e m e n t G ra d e , an d M a th e m a tic s P la c e m e n t G ra d e .
A d e n o te s
t h a t t h e s t u d e n t h a s a v e ry h ig h l i k e l i h o o d o f s u c c e e d in g i n
t h e ty p e o f w ork f o r w h ich t h e A in d e x i s g i v e n .
th e chance o f su c c e ss i s good; G th a t i t
in d ic a te s th a t f a ilu r e
B in d ic a te s
i s o n ly f a i r ;
an d D
i s l i k e l y t o r e s u l t s h o u ld t h e s t u d e n t
t r y t h a t t y p e o f c o l l e g e w o rk ."
The a v e r a g e e n r o l l m e n t i n a c o n s t r u c t i o n c l a s s was 1 7 .
P o u r g i r l s w ere s e l e c t e d fro m e a c h c l a s s s e c t i o n f o r t h i s
stu d y .
Two o f t h e s e g i r l s w ere a s s i g n e d a s c o n t r o l s t o p l a c e s
In th e la b o r a to r y .
T h e i r p a i r e d p a r t n e r s w ere a s s i g n e d t o w ork
i n th e e x p e rim e n ta l u n i t .
I n t h e c o u r s e o f th e s t u d y , s t u d e n t s
o f v a r y in g p r e d i c t a b l e a b i l i t y w ere u s e d .
W henever p o s s i b l e a
s t u d e n t i n t h e e x p e r i m e n t a l g ro u p a p p ro x im a te d h e r p a r t n e r i n
t h e c o n t r o l g ro u p w ith r e g a r d t o p r e d i c t i o n a b i l i t y a n d r e c o r d s
o f a c h ie v e m e n t.
TA BL l 7
HIOL SCHOOL STANDING , HOMB ECONOMICS PR ED IC TIO N ,
AND GRADES SECURED IN CLOTHING CONSIRUCTIO N ,
S tu d e n t
H ig h
sch o o l
I
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
M
H
H
T ra n sfe r
H
H
H
M
L
H
T ran sfe r
H
T ran sfe r
T ra n sfe r
T ran sfe r
T ra n sfe r
T ra n sfe r
TIME SPE N T , DISTANCE COVERED,
SECTION I , SPR IN G QUARTER
Home
Time I n h o u r s
D is ta n c e i n f e e t
G ra d e ___ P o s i t i o n o f
e c o n o m ic s
1 st
2nd
1st
2nd
1st
2nd
s tu d e n t to
p r e d i c t i o n ______l a m e n t
______ g a rm e n t____________ g arm en t_________ u n i t
B
B
A
2 8 .0
2 1 .5
2 1 .0
4 1 .5
4 6 .5
1267
1046
782
279
—
B
B
B
B
C
B
A
——
4 6 .0
—
3 0 .0
3 4 .0
1 1 .0
1 8 .0
2 7 .5
2 5 .0
1 7 .0
-» —»
——
——
1 1 .0
1 4 .0
2 4 .0
1 7 .0
3 1 .5
4 0 .0
5 8 .0
4 3 .0
——
——
—
5 6 .0
1626
<"*—
1766
2112
84
71
89
71
49
82
42
85
93
88
97
90
76
86
76
82
82
C
D
B
D
F
C
F
B
B
B
A
B
C
B
C
C
C
90
54
68
45
43
86
74
68
79
69
93
90
83
93
84
91
85
B
F
D
F
F
B
D
D
C
D
B
B
C
B
C
B
B
C la s s H igh
5 6 .0
4 1 .5
97 A
93 B
C la s s Loy?
2 8 .0
1 1 .0
42 F
43 F
C la s s A v e rag e
3 9 .8
1 8 .4
78 C
75 C
C l a s s M edian
3 8 .5
1 7 .5
84 C
83 C
In
In
Out
O ut
to
Oi
S ig n ifie s
no r e c o r d
a v a ila b le
fo r
stu d e n t
TABLE V I
HIGH SCHOOL STANDING, HOME ECONOMICS PR ED IC TIO N ,
AND GRADES SECURED IN CLOTHING CONSTRUCTION,
S tu d e n t
H lgli
sch o o l
I
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
T ran sfe r
H
M
M
L
L
T ran sfe r
H
M
M
R
T ran sfe r
H
T ra n sfe r
T ra n sfe r
T ran sfe r
H
T ra n sfe r
Home
e c o n o m ic s
p re d ic tio n
Time In h o u rs
1 st
End
g a r m e n t___
TIME SPE N T , DISTANCE COVERED
S E C T I O N I I , SPRING QUARTER
'
D is ta n c e in f e e t
1 st
End
____ g arm en t______
am mm
«*» mm
C
C
C
D
B
B
C
C
B
5 0 .0
2 9 .0
2 7 .0
1 0 .0
1003
1014
——
4 0 .5
3 1 .0
4 9 .0
3 2 .0
— m.
4 4 .5
3 7 .0
5 0 .0
5 8 .0
2 3 .5
1795
2 1 .0
«■» *■
B
G rade
1st
2nd
__g arm en t
64 D
60 D
85 B
86 B
74 C
48 F
93 B
77 C
81 C
96 A
76 C
97 A
82 C
88 B
76 C
88 B
85 B
80 C
C
D
A
B
C
E
C
B
3
A
D
B
C
A
C
86 B
70 D
91 B
79
61
95
93
83
55
81
92
93
95
72
90
76
95
83
3 4 .0
—
1 5 .0
——
C l a s s H igh
5 0 .0
3 1 .0
97 A
95 A
C la s s Low
2 9 .0
1 5 .0
48 F
55 F
C la s s A v e rag e
4 1 .6
2 3 .5
80 C
81 C
C la s s M ed ian
3 9 .0
2 2 .0
82 C
83 C
4752
1452
P o s itio n o f
s tu d e n t to
u n it
In
Out
Out
to
Cl
—
S ig n ifie s
no r e c o r d
a v a ila b le
fo r
stu d e n t.
TABLE V I I
HIGH SCHOOL STANDING , HOME ECONOMICS PR ED IC TIO N , T B lS SPE N T , DISTANCE COVERED,
AND GRADES SECURED B i CLOTHING CONSTRUCTION, SECTION I I I , SPR IN G QUARTER
S tu d e n t
H igh
sch o o l
I
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
H
M
M
H
H
H
T ran sfe r
H
H
H
L
M
T ra n sfe r
H
T ran sfe r
M
M
T ran sfe r
Home
TLae In h o u rs
D is ta n c e i n f e e t
G rade
P o s itio n o f
e c o n o m ic s
1st
2nd
1 st
2nd
1st
2nd
s tu d e n t to
p r e d i c t i o n ______g a rm e n t____________ g a rm e n t____________ g a rm e n t_________ u n i t
B
D
B
B
A
B
4 4 .0
4 4 .0
2 6 .0
3 7 .5
3 6 .0
5 4 .5
3 6 .5
3 4 .0
3 6 .0
—
2 5 .0
3 2 .0
94
88
85
86
90
88
83
87
91
95
79
72
91
88
60
98
73
98
C la s s H igh
5 4 .5
3 2 .0
98 A
96 A
C la s s Low
3 3 .0
1 0 .0
60 E
76 C
C la s s A v erag e
4 0 .1
1 8 .9
85 B
85 B
C la s s M edian
3 8 .0
1 7 .0
88 B
86 B
S ig n ifie s
B
B
B
C
D
B
C
C
no r e c o r d
W—
—
4 4 .0
4 0 .5
4 4 .0
2 8 .0
3 3 .0
3 8 .0
a v a ila b le
1 7 .5
422
528
2 9 .5
1 4 .0
1 0 .0
1 6 .0
1 7 .0
2147
449
1014
132
2640
1320
• W
1 1 .0
1 7 .0
1 5 .0
2 0 .0
1 5 .0
WW
WW
fo r
stu d e n t
B
B
B
B
B
B
C
B
B
A
C
D
B
B
E
A
D
A
90
71
92
89
92
86
84
73
87
84
89
80
86
85
76
96
81
89
B
D
B
B
B
B
C
D
3
C
B
C
B
B
C
A
C
B
O ut
Out
In
In
to
-a
TABLE V I I I
HIGH SCHOOL STANDING, HOME ECONOMICS PR ED IC TIO N , T B G SPE N T , DISTANCE COVERED
AND GRADES SECURED B I CLOTHING CONSTRUCTION, SECTION I V , SPR IN G QUARTER
.......... .......... . " ------S tu d e n t
H igh
school
I
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
L
H
T ran sfe r
T ra n sfe r
H
M
T ra n sfe r
L
H
L
M
T ran sfe r
T ran sfe r
T ra n sfe r
H
H
Home
econom ic: 5
p re d ic tio ii
C
A
Time i i i h o u rs
1st
2nd
g a rm e n t
3 3 .0
3 6 .0
«—
——
4 4 .0
6 8 .0
D is ta n c e i n f e e t
1 st
2nd
g a rm e n t
•
——
86 B
80 C
70 9
87 3
87 B
63 E
79 C
93 B
90 B
81 C
92 B
71 D
In c .
In c.
85 B
74 D
95 A
80 C
60 D
80 C
55 E
75 C
90 3
95 A
70 D
70 D
90 B
70 D
In c .
60 E
95 A
85 B
1 8 .5
1346
660
475
290
w
B
C
D
C
D
C
B
B
4 5 .0
4 0 .0
4 0 .0
4 6 .0
4 2 .0
«•
—-»
3 3 .2 5
4 1 .0
G rade
1st
2nd
g a rm e n t
mmmm
1 5 .0
—
——
——
1 5 .0
mmmm
mm mm
mmmm
mm
1373
422
C l a s s H igh
6 8 .0
1 8 .5
93 B
95 A
C la s s Low
3 3 .0
1 5 .0
70 D
60 E
C la s s A v erag e
4 2 .0
1 6 .2
70 D
79 C
C la s s M edian
4 0 .0
1 5 .5
81 C
80 C
- - S i g n i f i e s no r e c o r d a v a i l a b l e f o r s t u d e n t .
P o s itio n o f
s tu d e n t to
u n it
Out
In
Out
In
29
T a b le IX show s t h e r e c o r d o f th e i n f o r m a t i o n u s e d i n
s e l e c t i n g and p a i r i n g t h e 16 s e l e c t e d s t u d e n t s f o r f a l l
q u a rte r.
T w elve s t u d e n t s w ere u s e d f o r th e s tu d y f o r w i n t e r
q u a rte r.
P a i r i n g was done on t h e same b a s i s a s i n th e p r e ­
v io u s q u a r t e r .
T h is t i m e , s t u d e n t s w ith A, B , a n d G home
e c o n o m ic s p r e d i c t i o n w ere u s e d .
T a b le X g i v e s t h e r e c o r d o f
th e in fo rm a tio n u se d in p a ir in g th e s tu d e n ts .
At t h e o u t s e t o f t h e s tu d y t h e I n v e s t i g a t o r r a i s e d t h e
q u e s t i o n — w hat b a s i s s h o u ld sh e u s e a s a m eans o f p a i r i n g
s tu d e n ts ?
The i n f o r m a t i o n a v a i l a b l e r e g a r d i n g s t u d e n t s con­
s i s t e d o f h i g h s c h o o l s t a n d in g a n d home e c o n o m ic s p r e d i c t i o n .
W h e th e r t h i s w ould be a so u n d b a s i s f o r p a i r i n g c o u ld be d i s ­
c o v e r e d o n ly b y r e c o r d i n g t h e s e p r e d i c t i o n s and t h e f i n a l g r a d e
t h e s t u d e n t s a c h ie v e d from t h e c o u r s e .
R e c o rd s f o r f a l l an d
w i n t e r q u a r t e r . T a b le s IX and X, show ed a c l o s e c o r r e l a t i o n
b e tw e e n home e c o n o m ic s p r e d i c t i o n an d f i n a l g r a d e a c h ie v e d .
I n v iew o f t h i s f a c t , th e same p r o c e d u r e f o r p a i r i n g s t u d e n t s
w as f o llo w e d f o r t h e s p r i n g q u a r t e r s t u d y . T a b le X I.
I n r e f e r r i n g t o T a b le X I, s t u d e n t 5 , S e c t i o n I I I , h a s
a r a t i n g o f h ig h a n d a p r e d i c t i o n o f A, w h ile s t u d e n t 4 , S ec­
t i o n I I I , h a s a r a t i n g o f h ig h b u t a p r e d i c t i o n o f o n ly B.
T h is p a i r i n g was n e c e s s a r y a s no o t h e r s t u d e n t w ith a com par­
a b l e r a t i n g h a d c o m p a ra b le e x p e r i e n c e .
T h ese f a c t o r s h o ld
t r u e r e g a r d i n g t h e p a i r i n g o f s t u d e n t s 12 an d 2 , S e c t i o n I I I ,
and s t u d e n t s & an d 2 , S e c t i o n IV .
so
TiiBLE IX
RECOiiD GIVING INFORMATION USED IN PAIRING, TIME SPENT, AND
FINAL GRADE SECURED BY 16 STUDENTS IN FOUR SECTIONS
OF CLOTHING CONSTRUCTION CLASS, FALL QUARTER
P o s itio n
to
u n it
S tu dent
Sectlo n
H igh
school
s t a n d in g
Home
e c o n o m ic s
p re d ic tio n
Time
t i r s . Ii Txi,
F in a l
g rad e
In
O ut
I
2
I
I
H
H
B
B
18
33
In
Out
3
4
I
I
L
L
C
C
■if——
39
In
Out
5
6
II
II
H
H
B
C
24
21
30
45
B
A
In
Out
7
8
II
II
L
M
D
D
18
33
30
F
D
In
O ut
9 '
10
III
III
H
H
C
C
25
14
45
30
C
C
In
O ut
11
12
III
III
M
M
C
C
32
39
10
30
C
C
In
Out
13
14
IV
IV
H
E
B
C
28
19
8
7
B
B
In
O ut
15
16
IV
IV
M
M
C
B
30
*— I n d i c a t e s no r e c o r d a v a i l a b l e f o r s t u d e n t
54
15
B
B
F
D
C
F
31
TABLE X
RECORD GIVING INFORMATION USED IN PAIRING, TIME SPENT,
DISTANCE TRAVELED, AND GRADES SECURED BY 12 STUDENTS
IN THREE SECTIONS OF CLOTHING REPAIR AND RENOVATION,
WINTER QUARTER
P o s itio n
S tu to
u n it
dent
H ig h
Home
Sec- sch o o l
e c o n o m ic s
t l o n s t a n d in g p r e d i c t i o n
Time
H r s . M in.
D is ta n c e
in
F in a l
fee t
g rad e
In
Out
I
2
I
I
H
H
B
B
41
18
20
50
728
976
B
B
In
Out
3
4
I
I
H
H
B
C
28
22
30
1102
1294
B
C
In
Out
5
6
II
II
H
H
C
C
30
23
2112
3537
C
B
In
Out
7
8
II
II
H
H
A
A
21
33
30
945
887
B
B
In
Out
9
IO
III
III
M
M
C
C
26
23
20
1432
2333
C
B
In
Out
11
12
III
III
M
M
C
C
22
*—
924
C
B
■ ! { ■ - - I n d ic a t e s n o r e c o r d
a v a ila b le
fo r
stu d e n t
32
TABLE X I
RECORD GIVING INFORMATION USED IN PAIRING 16 STUDENTS
IN FOUR SECTIONS OF CLOTHING CONSTRUCTION CLASS,
SPRING QUARTER
P o s itio n
in
u n it
S tu d e n t
In
I
I
M
B
O ut
8
I
M
B
2 y r s , H .S .
I y r . 4-H
3 y r s . H .S .
In
Out
3
12
I
I
H
H
A
A
At home
None
In
Out
4
IO
II
II
M
M
C
C
Q u ite a l o t
At home
In
O ut
8
17
II
II
H
H
B
B
V ery l i t t l e
I y r . H .S .
In
Out
5
4
III
III
H
H
A
B
2 y r s . H .S .
2 y r s . H .S .
In
Out
12
2
III
III
L
M
C
D
6 y r s . 4-H
I y r . H .S .
In
O ut
5
2
IV
IV
H
H
B
A
I y r . H .S .
3 y r s . H .S .
In
O ut
11
9
IV
IV
M
H
C
C
2 y r s . H .S .
I y r . H .S .
S e c tio n
H ig h
sch o o l
s ta n d in g
Home
e co n o m ic s
p re d ic tio n
O th e r
e x p e rie n c e s
53
A m eth o d o f r e c o r d i n g tim e was n e x t c o n s i d e r e d .
sh eet lis tin g
A tim e
d r e s s c o n s tr u c tio n te c h n iq u e s su ch a s b a s tin g
a n d s t i t c h i n g was d e v e lo p e d f a l l q u a r t e r .
I n v e s t ig a to r e x p la in e d th e u se o f t h i s
(A p p e n d ix C ).
The
sn e e t to th e s tu d e n ts .
As t h e tim e s h e e t r e q u i r e d r e c o r d i n g th e m in u te s s p e n t on
v a rio u s c o n s tr u c tio n ite m s , an e l e c t r i c
c lo c k was i n s t a l l e d
i n a p r o m in e n t p l a c e i n t h e l a b o r a t o r y .
A c h e c k w as made
w i t h i n a few d a y s t o s e e i f t h e s t u d e n t s u n d e r s t o o d how t o u s e
t h e tim e s h e e t a n d a p p a r e n t l y t h e y d i d .
H ow ever, when t h e
tim e s h e e t s w ere c h e c k e d by t h e i n v e s t i g a t o r a t t h e en d o f t h e
q u a r t e r . I t was e v i d e n t t h a t a num ber o f s t u d e n t s h a d n e g l e c t e d
t o e n t e r t h e e n t i r e am ount o f tim e s p e n t i n c o n s t r u c t i n g t h e i r
g a r m e n ts .
W h ile t h e r e w ere 36 h o u r s o f l a b o r a t o r y tim e I n f a l l
q u a r t e r a llo w e d f o r c o n s t r u c t i n g t h i s g a rm e n t, one s t u d e n t h a d
e n t e r e d o n ly 14 h o u r s on h e r tim e s h e e t , an d some d id n o t e v e n
hand In t h e i r r e c o r d s .
B e ca u se t h e s t u d e n t s f a i l e d t o k e ep
a c c u ra te r e c o r d s , such d a ta a s c o lle c te d have l i t t l e
ic a n c e .
s ig n if­
T a b le IX .
F a l l q u a r t e r o b s e r v a t i o n s show ed c l e a r l y t h a t th e tim e
s h e e t was t o o d e t a i l e d f o r t h e s t u d e n t s t o k e e p a c c u r a t e l y .
To s i m p l i f y t h i s , t h e I n v e s t i g a t o r d e c id e d t o h a v e th e w i n t e r
q u a r t e r s t u d e n t s r e c o r d t h e i r tim e on c a r d s .
T h ese c a r d s d i d
n o t h a v e t h e c o n s t r u c t i o n ite m s l i s t e d b u t a s k e d f o r a r e c o r d ­
in g o f t h e e n t i r e tim e s p e n t i n c l a s s p e r i o d s w h e th e r i n a c t u a l
c o n s t r u c t i o n o r i n p a r t i c i p a t i n g i n a d i s c u s s i o n d e m o n s tr a ti o n .
Time s p e n t o u t o f c l a s s was t o b e e n t e r e d i n a s e p a r a t e c o lu m n .
34
( A p p en d ix D )•
B e c a u se t h e u n i t s o f w ork t h i s q u a r t e r d e a l t
w ith r e p a i r and r e n o v a t i o n , t h e tim e s p e n t b y i n d i v i d u a l s
w o u ld o f n e c e s s i t y v a r y , m axing i t
I m p o s s ib le t o u s e th e d a t a .
H o w ev er, w i n t e r q u a r t e r g a v e t h e I n v e s t i g a t o r t h e o p p o r t u n i t y
t o h a v e t h e s t u d e n t s t r y o u t th e r e v i s e d tim e c a r d s .
The
s p r i n g q u a r t e r c a r d w as s i m i l a r t o t h a t u s e d w i n t e r q u a r t e r
e x c e p t t h a t i t p r o v i d e d a s p a c e f o r r e c o r d i n g t h e g a rm e n t c o n ­
s t r u c t e d an d com m ents.
(A p p e n d ix S ) .
The m o tio n e le m e n t was t o be c h e c k e d b y t h e u s e o f s t e p m e te r s w h ic h r e g i s t e r e a c h s t e p t a k e n by t h e c o n t r o l .
S in c e
t h e y w ere u n o b t a i n a b l e , p e d o m e te rs w ere s e c u r e d f o r u s e d u r in g
w in te r and s p rin g q u a r t e r s .
As p e d o m e te rs c h an g e o n ly e v e r y
1 /4 0 m ile o r 132 f e e t , t h e y do n o t s e r v e t n e p u r p o s e o f t h i s
s tu d y a s w e l l a s s t e p m e te r s w o u ld h av e d o n e .
I t was p o s s i b l e
t o s e c u r e o n ly f o u r p e d o m e te r s ; h a d m ore b e e n a v a i l a b l e , a
l a r g e r s a m p lin g w o u ld h a v e b e e n p o s s i b l e .
The p e d o m e te rs w e re
w orn b y t h e s e l e c t e d s t u d e n t s w h ile t h e i r c l a s s s e c t i o n was i n
s e s s io n .
R e a d in g s w ere r e c o r d e d a t th e b e g in n in g an d a g a i n a t
t h e en d o f t h e p e r i o d .
(A p p e n d ix F ) .
As a m eans o f c h e c k in g t h e a c c u ra c y o f t h e p e d o m e te rs ,
t h e i n v e s t i g a t o r c h a r t e d t h e m ovem ents o f a c o n t r o l I n t h e
l a b o r a t o r y and a s t u d e n t i n t h e u n i t d u r in g two l a b o r a t o r y
p e rio d s w in te r q u a r te r .
I t was fo u n d t h a t t h e p e d o m e te rs w ere
n o t re c o rd in g th e e n t i r e d is ta n c e t r a v e le d .
As a r e s u l t , t h e
i n v e s t i g a t o r h a d t h e p e d o m e te rs c h e c k e d by a w a tch m ak e r who
c o r r e c t e d th e t i m i n g .
A n o th e r r e a s o n th e y w ere n o t r e g i s t e r i n g
35
e n t i r e d i s t a n c e was t h a t t h e p e d o m e te rs w ere w orn above t h e
k n e e en d t h e s t e p d i d n o t h a v e en o u g h f o r c e t o c lo c k t h e p e d ­
o m e te r .
F o r t h e s e r e a s o n s t h e t a b u l a t e d r e c o r d s snow ing d i s ­
t a n c e t r a v e l e d w i n t e r q u a r t e r ( T a b le X) c o u ld n o t b e a n a l y z e d .
To k e ep a c h e c k on t h e a c c u r a c y o f t h e p e d o m e te r s , th e i n v e s ­
t i g a t o r a g a i n c h a r t e d t h e m ovem ents o f tw o s t u d e n t s , one I n
t h e u n i t an d h e r p a i r e d p a r t n e r I n t h e l a o o r a t o r y d u r in g tw o
e n t i r e p e r i o d s e a c h week f o r t h e e n t i r e
s p rin g q u a r t e r .
The
l a b o r a t o r y was draw n t o s c a l e an d t r a n s p a r e n t p a p e r was p l a c e d
o v e r t h e m ap.
E v e ry f l o o r m ovem ent o f th e s t u d e n t s was c h a r t e d
b y m eans o f n u m b e rs.
(A p p e n d ix G^.
At t n e end o f th e p e r i o d ,
t h e I n v e s t i g a t o r c h e c k e d th e c h a r t e d d i s t a n c e w i t h t h e pedom­
e t e r re a d in g s .
S t u d e n t s i n t h e s p r i n g q u a r t e r c l a s s w ore t h e i r
p e d o m e te rs on t h e a n k le t o I n s u r e enough f o r c e t o r e g i s t e r t h e
d is ta n c e tr a v e le d .
I n a n I n v e s t i g a t i o n , I t i s i m p o r t a n t t o c h e c k th e e f f e c t
o f t h e s u r r o u n d in g s o f th e w o rk in g c e n t e r a s t h e y r e l a t e t o t h e
s a t i s f a c t i o n o f th e w o rk e r.
C u sh m a n ^ m akes t h e f o l lo w in g s t a t e m e n t :
nTo m ost women
t h e s a t i s f y i n g p a r t o f sew in g I s t h e c r e a t i v e p a r t .
I f th e
c o n f u s i o n and a n n o y a n c e , a s w e l l a s tn e e x p e n d i t u r e o f tim e
a n d e n e r g y u n d e rg o n e I n a s s e m b li n g , u s i n g , an d p u t t i n g away
se w in g e q u ip m e n t c o u ld be r e d u c e d t o th e m inim um , an d I f t n e
m e c h a n ic a l p h a s e s o f t h e jo b c o u ld become a s w e l l o r d e r e d an d
19
C ushm an, o g . j o l t . , r e p r i n t 1 9 4 4 , p , 5 .
56
a u to m a t i c a s p o s s i b l e , t h e w o rk e r w ould be a b l e t o p u t h e r
b e s t e f f o r t s , p h y s i c a l , m e n ta l, and s p i r i t u a l , in to th e h ig h e r
c r e a t i v e p h a s e s o f t h e w o rk .
The e s t a b l i s h m e n t o f su c h c o n d i­
t i o n s m ig h t be t h e f a c t o r w h ich w o u ld make se w in g a p e rm a n e n t
i n s t i t u t i o n i n many h o m e s."
I n an a tt e m p t t o f i n d how t h e s t u d e n t s f e l t a b o u t t h e
c o n d i t i o n s u n d e r w h ic h t h e y w o rk e d , t h e i n v e s t i g a t o r t a l k e d
w ith th e g i r l s a b o u t th e u n i t .
D u rin g h o u r s when t h e l a b o r a ­
t o r y was f r e e f o r e x t r a w o rk , t h e u s e t h a t t h e s t u d e n t s made
o f tn e u n i t a s c o n t r a s t e d t o t h e o r d i n a r y l a b o r a t o r y was n o t e d .
At t h e e n d o f s p r i n g q u a r t e r , a s h o r t q u e s t i o n n a i r e was g i v e n
t o e a c h o f t h e c o n t r o l s a n d t o e a c h o f t h e g i r l s w o rk in g i n
t h e u n i t , s i n c e a t some tim e d u r i n g th e q u a r t e r t h e c o n t r o l s
a l s o h a d a c c e s s t o t h e u s e o f t h e u n i t d u r in g f r e e h o u r s .
The
q u e s t i o n n a i r e was g i v e n t o d e te r m in e t h e r e a c t i o n o f e a c h g i r l
t o w o rk in g i n o r o u t o f t h e u n i t .
(A p p e n d ix H ).
RESULTS
37
T h is s tu d y was c a r r i e d on d u r i n g f a l l , w i n t e r , and
s p rin g q u a r te r s .
The d a t a c o l l e c t e d s p r i n g q u a r t e r w ere m ore c o m p le te
an d a c c u r a t e th a n f o r f a l l a n d w i n t e r .
F o r t h e s e r e a s o n s th e
i n v e s t i g a t o r u s e d t h e d a t a from s p r i n g q u a r t e r f o r more c r i t i ­
c a l a n a ly s is .
P e d o m e te rs w ere u s e d t o r e c o r d d i s t a n c e t r a v e l e d
b y t h e c o n t r o l s i n t h e l a b o r a t o r y and th e s e l e c t e d s t u d e n t s i n
t h e u n i t w h ile c o n s t r u c t i n g tw o g a r m e n ts .
T a b le X I I .
TABLE X II
DISTANCE TRAVELED BY CONTROL STUDENTS IN THE LABORATORY AND
SELECTED STUDENTS IN THE UNIT WHILE CONSTRUCTING FIRST
AND SECOND GARMENTS, SPRING QUARTER
S tu dent
C o n t r o l g ro u p
In la b o ra to ry
D is ta n c e i n f e e t
Seo1 st
2nd
t l o n g a rm e n t g a rm e n t
E x p e r im e n ta l g ro u p
In u n it
D is ta n c e In f e e t
S tu - Sec1 st
2nd
d e n t t l o n g a rm e n t g a rm e n t
8
12
I
I
1626
1766
2112
I
3
I
I
1267
782
1046
279
IO
17
II
LI
1795
4752
4
8
II
II
1003
1014
1452
4
2
III
IJI
2147
422
1014
528
5
11
III
III
449
2640
132
1320
2
9
IV
IV
1346
1373
660
5
11
IV
IV
475
422
290
H igh
Low
A verage
M edian
4752
422
1897
1685
2112
528
1153
1014
2640
422
1005
782
1320
132
969
662
— S i g n i f i e s no r e c o r d a v a lla B le T
58
T a b le X I I I show s t h e am ount o f tim e u s e d b y th e s t u ­
d e n t s w o rk in g I n t h e u n i t and by t h o s e o u t o f t h e u n i t w h ile
c o n s t r u c t i n g t h e i r tw o g a r m e n ts .
TABLE X I I I
TIME USED BY CONTROL STUDENTS IN THE LABORATORY AND
SELECTED STUDENTS IN THE UNIT WHILE CONSTRUCTING
FIRST AND SECOND GARMENTS, SPRING QUARTER
S tu dent
C
o n t r o l Lig ro u p _________
v----In la b o ra to ry
Time i n h o u r s
1 st
Sec5nd
t i o n g a rm e n t G arm ent
E x p e r im e n ta l g ro u p
In u n it
Time I n h o u rs
S tu - Sec1 st
2nd
d e n t t i o n g a rm e n t g a rm e n t
8
12
I
I
3 0 .0
3 1 .5
2 3 .0
1 4 .0
I
3
I
I
2 8 .0
4 6 .£
2 1 .5
4 1 .5
IO
17*
II
II
3 2 .0
3 4 .0
4
8
II
II
2 9 .0
1 0 .0
1 6 .0
4
2
III
IIT
4 4 .0
4 4 .0
2 9 .5
1 7 .5
6
11
III
III
2 8 .0
2 6 .0
1 4 .0
1 7 .0
2
9
IV
IV
3 6 .0
4 0 .0
1 8 .5
5
11
IV
IV
44 • 0
4 6 .0
1 5 .0
1 5 .0
H igh
Low
A v erag e
M edian
4 4 .0
3 0 .0
3 6 .4
3 6 .0
2 9 ,5
1 4 .0
1 9 .5
1 8 .0
4 6 .5
2 6 .0
3 5 .3
2 9 .0
4 1 .5
1 0 .0
1 9 .1
1 5 .0
a
St u d e n t 1 7 , S e c t i o n I I , n o t u s e d I n o b t a i n i n g m e d ia n .
— S i g n i f i e s no r e c o r d a v a i l a b l e .
39
The g r a d e s t h e s t u d e n t s s e c u r e d on e a c h g a rm e n t a r e
t a b u l a t e d I n T a b le XIV.
TABLE XIV
GRADES SECURED BY CONTROL STUDENTS IN THE LABORATORY AND
SELECTED STUDENTS IN THE UNIT WHILE CONSTRUCTING FIRST
AND SECOND GARMENTS, SFRING QUARTER
S tu dent
C o n t r o l Kroup
I n la b o ra to ry
G ra d e s
1 st
Sec2nd
t l o n g a rm e n t g a rm e n t
E x p e r im e n ta l g ro u p
In u n it
G ra d es
S tu - Sec1st
2nd
d e n t t l o n g a rm e n t g a rm e n t
8
12
I
I
86
90
68
90
I
5
I
I
84
89
90
68
10
17
II
II
96
85
95
70
4
8
II
II
06
77
93
92
4
2
III
III
86
88
89
71
5
11
III
III
90
79
92
89
2
9
IV
IV
QO
90
80
70
5
11
IV
IV
87
92
55
90
H ig h
Low
A v erag e
M edian
96
80
88
87
95
68
79
76
92
77
86
87
93
55
84
90
T a b le s X I I , X I I I , an d XIV a l s o r e c o r d t h e h i g h . lo w .
a v e r a g e , an d m ed ian f o r d i s t a n c e , t im e , an d g r a d e f o r a l l t h e
s tu d e n ts s tu d ie d .
T h ese f i g u r e s a r e u s e d i n f o r m u la ti n g t h e
g r a p h s - - F i g u r e s 2 , 3 , 4 , a n d 5— r e f e r r e d t o i n t h e d i s c u s s i o n .
I
5000
STUDENTS
W
U H lT - 1
students
O F
LOW
H lC H
F m . 2 ..
MIClWCST,
T R A V I-U U L O B Y
C O N S T R U C T IN G
AVtRAttt
out
U N IT - i
M tO tA H
LO'WCST, AVELRAG,t-
AND
MEDIAN
D ISTA N CE.
STUDENTS
U N IT
XVHtUEAND O U T
F IR S T
G ARM ELNT.
B P R -IN G
Q UAATLR
ST U D E N T S
I N U HI T -
t
E S students
OF
HIttH
LOW
A V tR A ttt
OUT
U N I T -<f
M tO lA N
F IG -3 .
M tG H C STy UO W EB T, A V E R A G E
A N D M E D IA N
D IS T A N C E .
T R AVE UUCD
BY
STUDENTS i
IN
^AND OUT^
O F U N IT W H IU C
C O N S T R U C T IN G
SECO ND GARMENT .
S P R IN G
QUARTER
41
70
60
m
c
I
JO
40
z
30
U
2
P
ZO
STUDENTS
OF
IO
OXJT
UNIT
STUDENTS
IN
O
M IO H C ST
F IG . 4
SPENT
W HIUE.
LOXXCST
A X C R A O fL
UNIT
M C D IA N
H IG H E S T , L O W E S T , AVERAGE
A N D M E D IA N
HOURS
BY
STUDENTS
IN A N D O U T O F U N I T
C O N S T R U C T IN G
F IR S T
GARM ENT.
S P R IN G Q UARTER.
5o
40
v?
a
0
1
D
2
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ZO
U
students
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UNIT
STUDENTS
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F IG . 5 .
LO W CST
AVERAGE
U N IT
MEDIAN
H IG H E S T , LO W EST, A V E R A G E A N D M E D IA N
HOURS
a v STUDENTS
IN AND OUT OF U N IT
WHILE
C O N S T R U C T IN G
SECOND G A R M E N T .
S P R IN G Q U A R TE R
SPEN T
OUT
42
A q u e s t i o n n a i r e r e g a r d i n g t h e u n i t a rra n g e m e n t was
g i v e n t o t h e 44 s t u d e n t s .
(A p p e n d ix H ).
T a b le XV g i v e s t h e
r e p l i e s o f 32 s t u d e n t s a n s w e rin g t h e q u e s t i o n n a i r e .
W hile
o n ly 22 s t u d e n t s w ere a s s i g n e d t o t h e u n i t s , a l l o t h e r s t u d e n t s
h a d a n o p p o r t u n i t y t o w ork i n t h e u n i t o u t o f c l a s s p e r i o d a t
some tim e d u r i n g t h e q u a r t e r .
TABLE XV
REPLIES OF 52 STUDENTS TO QUESTIONNAIRE ON ATTITUDE
TOWARD UNIT ARRANGEMENT OF SEWING EQUIPMENT
IN CLOTHING LABORATORY
No. o t s t u d e n t s
R easo n s g iv e n f o r p r e f e r r i n g o r e n jo y in g '
a n s w e rin g ________________________u n i t a rra n g e m e n t
32
M ore c o n v e n i e n t an d l e s s c o n f u s in g
15
D id n o t h a v e t o w a i t f o r m ac h in e an d I r o n
6
S av ed s t e p s
3
D id n o t h a v e t o a l t e r t e n s i o n o r s t i t c h
on m achine
2
D id n o t h a v e t o rem ove t h r e a d when l e a v i n g
m ac h in e f o r few m in u te s
I
N ot i n c l i n e d t o t a l k so much
DISCUSSION
43
DISTANCE TRAVELED
The c o n d i t i o n s s p r i n g q u a r t e r w ere m ost f a v o r a b l e f o r
c o n d u c tin g t h e s tu d y on tim e an d m o tio n d i f f e r e n t i a l s i n a
g e n e r a l i z e d a s s ig n m e n t i n a home e c o n o m ic s c l o t h i n g l a b o r a ­
to ry c la s s .
N ot o n ly was t h e c l a s s t h i s q u a r t e r more hom ogen­
e o u s t h a n t h e p r e c e d i n g c l a s s e s , b u t th e p e d o m e te rs h a d b e e n
u s e d w i n t e r q u a r t e r an d c h e c k e d f o r a c c u r a c y .
The c a r d s f o r
r e c o r d i n g tim e an d d i s t a n c e t r a v e l e d h a d b e e n u s e d i n t h e p r e ­
v io u s q u a r t e r a n d r e v i s e d f o r s p r i n g q u a r t e r u s e .
th is
I n view o f
f a c t th e i n v e s t i g a t o r h a s u se d t h i s d a ta f o r a n a ly s is and
d is c u s s io n .
P r e v i o u s s t u d i e s on u n i t a rra n g e m e n t o f home w ork c e n 20
t e r a show a s a v in g o f d i s t a n c e t r a v e l e d .
To s e e i f th e
a s s u m p tio n t h a t a s i m i l a r s a v in g w ould be t r u e u n d e r t h i s
s i t u a t i o n , t h e i n v e s t i g a t o r , i n a d d i t i o n t o h a v in g th e s t u ­
d e n t s k e e p t h e i r p e d o m e te r r e a d i n g s o f d i s t a n c e t r a v e l e d ,
c h a r t e d t h e m ovem ents o f a c o n t r o l i n th e l a b o r a t o r y and h e r
p a ir e d p a r t n e r i n th e u n i t .
T h is c h a r t i n g was d one f o r one
l a b o r a t o r y p e r i o d o f tw o h o u r s .
The s t u d e n t i n t h e u n i t moved
73 f e e t i n two t r i p s t o t h e i r o n i n g b o a rd and one t r i p t o t h e
in s tru c to r.
She moved from h e r w o rk t a b l e t o t h e m achine b y
m e r e ly t u r n i n g h e r c h a i r .
(A p p e n d ix Gj) •
I n t h e same p e r i o d
o f t i m e , h e r p a i r e d c o n t r o l i n t h e l a b o r a t o r y m oved 154 f e e t
-------------57J----------B a ld e rs to n , I o c . c l t .
44
fro m h e r a s s i g n e d p l a c e a t one t a b l e i n 3 t r i p s
an d I t r i p
to th e ir o n in g b o a rd .
t o a m achine
(A p p e n d ix G2 ) .
The d a t a c o l l e c t e d on d i s t a n c e
t r a v e l e d b y th e s t u d e n t s
show ed t h a t t h e u n i t a rra n g e m e n t d i d re d u c e t h e am ount o f d i s ­
t a n c e t h a t h a d t o be c o v e re d i n t h e c o n s t r u c t i o n o f a g a rm e n t.
T h e re was a s a v in g o f 4 7 p e r c e n t on t h e a v e r a g e d i s t a n c e c o v ­
e r e d i n t h e c o n s t r u c t i o n o f t h e f i r s t g a rm e n t a n d 16 p e r c e n t
on t h e s e c o n d g a rm e n t.
When c o m p a rin g th e a v e r a g e and m ed ian
d i s t a n c e s c o v e r e d by th e c o n t r o l s i n t h e l a b o r a t o r y w ith t h e
s t u d e n t s i n t h e u n i t , t h e o v e r a l l s a v in g o f d i s t a n c e i s e v i d e n t .
F ig u re s 2 and 3 .
The d i s t a n c e t r a v e l e d by a l l t h e c o n t r o l s an d th e e x p e r ­
i m e n t a l g r o u p s i n c o n s t r u c t i n g t h e s e c o n d g a rm e n t was c o n s i d e r ­
a b ly l e s s t h a n t h a t f o r th e f i r s t g a rm e n t b e c a u s e o n ly h a l f a s
much tim e was a llo w e d f o r t h e c o n s t r u c t i o n o f t h i s g a rm e n t.
L a b o r a to r y tim e u s e d I n c o n s t r u c t i n g t h e f i r s t g a rm e n t was
s e v e n w eeks and f o r t h e s e c o n d g a rm e n t t h r e e w e e k s.
TIME USED
The a v e r a g e tim e sa v e d by t h e e x p e r i m e n t a l g ro u p i n t h e
u n i t on t h e c o n s t r u c t i o n o f t h e f i r s t g a rm e n t was one h o u r a n d
on t h e s e c o n d g a rm e n t o n e - h a l f h o u r .
H ow ever, th e f i g u r e s f o r
t h e m ed ian show a t r u e r p i c t u r e a n d a g r e a t e r s a v i n g :
on t h e
f i r s t g a rm e n t, s e v e n h o u r s ; a n d on th e s e c o n d g a r m e n t, t h r e e
h o u rs.
T a b le X I I I a n d F ig u r e s 4 an d 5 .
The l a b o r a t o r y
a s s ig n m e n ts w ere s u c h t h a t t h e a v e r a g e s t u d e n t s h o u ld h av e
45
b e e n a b l e t o c o m p le te t h e w ork w i t h o u t p u t t i n g I n a d d i t i o n a l
o u t s i d e t im e .
A p p ro x im a te ly 30 c l a s s h o u rs w ere a llo w e d f o r
t h e c o n s t r u c t i o n o f t h e f i r s t g a r m e n t.
F o u r s t u d e n t s w o rk in g
i n t h e u n i t s t a y e d w i t h i n t h i s tim e a l l o t m e n t w h ile o n ly one
s t u d e n t o u t o f t h e u n i t c o m p le te d t h e w ork I n 30 h o u r s o r l e s s .
T a b le X I I I .
\
GRADES SECURED
W h ile an a n a l y s i s o f g r a d e s was n o t a n aim o f t h i s
s t u d y , i t was i n t e r e s t i n g t o t h e I n v e s t i g a t o r t o s e e r e s u l t s
o b t a i n e d b y s t u d e n t s w o rk in g i n t h e u n i t a s c o n t r a s t e d w ith
th o s e o u t o f th e u n i t .
T a b le XIV g i v e s t h e g r a d e s f o r e a c h g a rm e n t c o n s t r u c t e d
se c u re d by s tu d e n ts u sed in t h is
s tu d y .
On th e f i r s t g a rm e n t,
t h e m ed ian g r a d e o f 87 i s t h e sam e f o r a l l s t u d e n t s w h e th e r i n
o r o u t o f th e u n i t .
On t h e s e c o n d g a rm e n t, t h e m ed ian g r a d e
f o r t h e s t u d e n t s i n t h e u n i t r o s e t o 9 0 , w h ile f o r th e c o n t r o l
s t u d e n t s I t d ro p p e d t o 7 5 .
S t u d e n t s w ere w o rk in g t o a c l o s i n g
d a te when c o n s t r u c t i n g t h e i r s e c o n d g a rm e n ts .
The i n v e s t i g a t o r r e a l i z e s t h e f o llo w in g f a c t o r s c o u ld
e a s i l y i n f l u e n c e t h e l e v e l o f a c h ie v e m e n t o f s t u d e n t s i n a
c lo th in g c o n s tru c tio n c la s s :
c o l l e g e c l a s s i f i c a t i o n — w h e th e r
f r e s h m a n , so p h o m o re , j u n i o r , o r s e n i o r ? t h e am ount and q u a l i t y
o f se w in g e x p e r i e n c e ; w h e th e r o r n o t t h e c l o t h i n g c o n s t r u c t i o n
c o u r s e was e l e c t e d o r r e q u i r e d i n t h e c u r r i c u lu m ; t h e d i f f i ­
c u l t y o f t h e g a rm e n t c o n s t r u c t e d .
46
Tho g r a d e s o b t a i n e d e a c h q u a r t e r by t h e c o n t r o l s and
t h e s t u d e n t s w o rk in g I n t h e u n i t , w ith a home e co n o m ic s p r e ­
d i c t i o n o f A, w ere a v e ra g e d *
T h is a v e r a g e g r a d e was com pared
w ith t h e home e c o n o m ic s p r e d i c t i o n a b i l i t y g r a d e o f A.
The
same was d one f o r s t u d e n t s w ith B , G, and D p r e d i c t i o n .
F i g u r e s 6 , 7 , and 8 show g r a p h i c a l l y t h i s r e l a t i o n s h i p f o r
th e
s tu d e n ts f o r each o f th e th r e e q u a r te r s .
S t u d e n ts w ith a
home e c o n o m ic s p r e d i c t i o n o f A n e v e r r e a c h e d t h i s l e v e l o f
a c h ie v e m e n t a s f a r a s g r a d e s w ere c o n c e r n e d .
H ow ever, F ig u r e
6 show s t h a t no s t u d e n t s w ith a n A p r e d i c t i o n w ere u s e d i n t h e
s tu d y made f a l l q u a r t e r .
As shown i n F ig u r e 7 , no s t u d e n t s
w ith a D p r e d i c t i o n w ere u s e d d u r i n g w i n t e r q u a r t e r .
S t u d e n ts w ith B p r e d i c t i o n d i d r e a c h t h e i r l e v e l o f
a c h ie v e m e n t w ith one e x c e p t i o n .
S t u d e n ts w ith home e co n o m ic s
a b i l i t y p r e d ic tio n o f C exceeded t h e i r e x p e c ta tio n .
w ith D p r e d i c t i o n v a r i e d i n t h e i r a c h ie v e m e n ts .
S tu d e n ts
47
IOO
PRELDlCTtON
2
O
<
a
o
D
PRE.DXCTXON
C
PRELDtCTlON
E> PREDICTION
A
m
FIG.
6-
U N IT
c o m pa r iso n
OUT
of
OF
P R E D IC T IO N
U M lT
the.
average,
of
final
clothing
C O N S T R U C T IO N
G R A D E S O F SELECTED STUDENTS , IN A N O OUT OF
U N IT W ITH P R E D IC T IO N OF HO M E, E C O N O M IC A C H IE V E M E N T .
FALE Q U A R T E R
PRE-DICTtON
D
PREDICTION
C
PREDICTION
6> PREDICTION
A
IN
U N IT
OUT
QF
PREDICTION
U N IT
FIG- I .
C O M P A R IS O N O F THE. A V E R A G E
OF F IN A L C L O T H IN G
C O N S T R U C T IO N
G R A D E S OF SELECTED STUDENTS ,, i n A N D OUT OF
U N IT W IT H P R E D IC T IO N OF HO M E E C O N O M IC
A C H IE V E M E N T .
XVI N T E R
Q UZXUTER
P R E D IC T IO N
/I
Ul
O
<
a.
u
FIG
8.
PR E D IC T IO N
P R E D IC T IO N
PREDICTION
P R E D IC T IO N
C O M P A R IS O N OF T H E A V E R A G E O F F IN A L CLOTHING,
C O N S T R U C T IO N
G R A D E S OF !SELECTED STUDENTS ,, IN A N D OUT OF
U N IT
W IT H
P R E D IC T IO N OF H O M E
E C O N O M IC
A C H IE V E M E N T .
S P R IN G
QUARTER
48
ATTITUDES
A t t i t u d e s c a n n o t be m e a su re d w ith t h e p e d o m e te r o r
c lo c k b u t a r e p e rh a p s one o f t h e m o st I m p o r ta n t f a c t o r s t o
c o n s id e r In t h i s e v a lu a tio n .
The g i r l s e n jo y e d w o rk in g I n
t h e u n i t and s a i d th e y w o u ld l i k e t o w ork I n a l a b o r a t o r y
a r r a n g e d I n t h i s m a n n e r.
T a b le XV.
R e aso n s t h e s t u d e n t s
g a v e f o r p r e f e r r i n g t o w ork i n t h e u n i t w ere t h a t t h e y w ere
a b l e t o s e t t h e t e n s i o n and s t i t c h on t h e i r m ac h in e and k eep
i t u n if o r m f o r t h e p e r i o d .
They p r e f e r r e d t h e u n i t a r r a n g e ­
m ent b e c a u s e I t was c o n v e n i e n t , t h u s r e d u c in g c o n f u s i o n .
Any w ork c e n t e r t h a t I s w e l l o r g a n iz e d m akes w o rk in g
m ore p l e a s u r a b l e .
The u n i t p r o v id e d e a c h g i r l w ith a p l a c e
o f h e r own I n w h ich t o w o rk .
I n p r e s e n t d a y l i v i n g , a good
d e a l o f e m p h a s is I s b e in g p l a c e d on t h e f a c t t h a t a f e e l i n g
o f s e c u r i t y h e lp s to b rin g ab o u t s u c c e s s .
To some d e g re e t h i s
c o u ld a p p ly t o p r o v i d i n g a g i r l w i t h a p l a c e I n a u n i t w here
s h e w o uld h a v e t h i s f e e l i n g o f b e lo n g i n g .
I n a s tu d y d e a l i n g w i t h human b e in g s t h e b e h a v io r f a c ­
t o r s a re m u ltip le .
I t i s n o t e a s y t o a n a ly z e why hum ans b e ­
h a v e t h e way t h e y do i n c e r t a i n s i t u a t i o n s .
g e t t o r e c o r d tim e o r d i s t a n c e .
They s t e p w ith v a ry in g d e g r e e s
o f f o r c e — some m ore s lo w ly t h a n o t h e r s .
I n d i v i d u a l s and from day t o d a y .
t h e same s i t u a t i o n .
The s t u d e n t s f o r ­
F a t ig u e v a r i e s w ith
P e o p le r e a c t d i f f e r e n t l y t o
P e r s o n a lity t r a i t s , b e h a v io r p a t t e r n s ,
home a n d w ork e x p e r i e n c e b a c k g ro u n d , p a s t a n d p r e s e n t mode o f
l i v i n g , p h y s i c a l a n d m e n ta l h e a l t h , c o l l e g e c o u r s e l o a d ,
s o c i a l a c t i v i t i e s , p h y s i c a l and m e n ta l d e x t e r i t y , and c o o r d i ­
n a t i o n a r e b u t a few o f t h e f a c t o r s t h a t i n f l u e n c e b e h a v io r
an d a c h ie v e m e n t.
I n e v a l u a t i n g th e u se o f u n i t a rra n g e m e n t f o r sew ing
e q u ip m e n t, t h r e e f a c t o r s h a v e b e e n c o n s i d e r e d :
t r a v e l e d , tim e u s e d , and a t t i t u d e s .
d is ta n c e
T h is s tu d y show ed t h a t
t h e u n i t a rra n g e m e n t o f se w in g an d p r e s s i n g e q u ip m e n t sa v e d
d i s t a n c e t r a v e l e d a n d tim e u s e d i n t h e c o n s t r u c t i o n o f g a r ­
m e n ts .
m e n t.
S t u d e n ts e x p r e s s e d p r e f e r e n c e f o r t h e u n i t a r r a n g e ­
SUMMARY
50
1.
The r e s u l t s o f t h i s s tu d y i n d i c a t e t h a t th e u n i t
a rr a n g e m e n t o f se w in g e q u ip m e n t r e d u c e d t h e a v e r a g e d i s t a n c e
t r a v e l l e d i n t h e c o n s t r u c t i o n o f t h e f i r s t g a rm e n t by 47 p e r
c e n t an d by 16 p e r c e n t on t h e s e c o n d g a rm e n t.
2.
The a v e r a g e tim e s a v e d b y s t u d e n t s w o rk in g i n a
u n i t a rr a n g e m e n t was one h o u r on th e f i r s t g a rm e n t an d o n e h a l f h o u r on t h e s e c o n d g a r m e n t.
H ow ever, f o u r o f th e e i g h t
s t u d e n t s w o rk in g i n t h e u n i t f i n i s h e d t h e i r g a rm e n ts w i t h i n
t h e a l l o t t e d tim e w h ile o n ly one o f t h e e i g h t s t u d e n t s i n t h e
la b o r a to r y d id so .
5.
A l l o f t h e 22 s t u d e n t s i n t h e e x p e r i m e n t a l g ro u p
e n jo y e d w o rk in g i n t h e u n i t .
Of th e 22 s t u d e n t s w o rk in g I n
t h e l a b o r a t o r y , t h e 10 who a n sw e re d t h e q u e s t i o n n a i r e and h a d
h a d an o p p o r t u n i t y t o w ork i n t h e u n i t o u t s i d e o f c l a s s p e r i o d
in d ic a te d t h e i r p re fe re n c e fo r i t .
CONCLUSIONS
51
I t w ould be t o t h e a d v a n ta g e o f th e s t u d e n t s I f t h e
se w in g a n d p r e s s i n g e q u ip m e n t I n t h e c l o t h i n g l a b o r a t o r i e s
w ere a r r a n g e d on t h e u n i t b a s i s .
ACKNOWLEDGMENTS
The w r i t e r w is h e s t o th a n k t h e D e p a rtm e n t o f H o u se h o ld
E q u ip m e n t, Iow a S t a t e C o l le g e , f o r t h e lo a n o f t h r e e p e d o m e te r s ;
t h e Home E conom ics D e p a rtm e n t, A g r i c u l t u r a l E x te n s i o n S e r v i c e ,
M ontana S t a t e C o l l e g e , f o r p r i n t i n g a n d c i r c u l a t i n g t h e q u e s ­
t i o n n a i r e th r o u g h t h e i r home d e m o n s tr a ti o n a g e n t s ;
and t o
e x p r e s s s i n c e r e th a n k s t o M iss E l i z a b e t h B l r o n g , D e p a rtm e n t o f
Home E c o n o m ic s, M o n tan a S t a t e C o l le g e ,
f o r h e r g u id a n c e and
s u g g e s t i o n s g i v e n d u r in g t h e tim e t h i s s tu d y was I n p r o g r e s s .
52
LITERATURE CITED AND CONSULTED
A.
BOOKS
B a l d e r s t o n , L y d ia R ay , H o u s e w if e r y .
J . B. L l p p l n c o t t Company, 1 9 3 6 .
R e v is e d e d i t i o n ; C h ic a g o :
Pp. 1 -2 0 ,
B a r n e s , R a lp h NI., M o tio n an d Time S tu d y . New Y o rk : Jo h n W ile y
a n d S o n s , I n c . , 1 9 4 0 , P p . i x an d 1 -5 3 .
B o n d e, L . R u th , M anagem ent i n D a l ly L i v i n g .
M a c m illa n Com pany, 1 9 4 4 . P p . 1 - 1 4 6 .
New Y o rk : The
B row n, C l a r a M ., E v a l u a t i o n and I n v e s t i g a t i o n i n IIoac
E c o n o m ic s . New Y o rk : P . S . C r o f t s and Com pany, 1 9 4 1 .
4 ti l
pp .
C ushm an, E l l a M ., M anagem ent i n Hom es.
Com pany, 1 9 4 6 . 285 p p .
New Y o rk : The M a c m illa n
O i l b r e t h , L i l l i a n M ., The Homemaker and H er J o b .
A p p le to n an d Company, 1 9 2 8 . I5 5 p p .
New Y ork: D.
G r o s s , Irm a H . , and C r a n d a l l , E l i z a b e t h W a l b e r t , Home M anage­
m ent i n T h e o ry an d P r a c t i c e . New Y ork: P . S . C r o f t s and
Company, I n c . , 1 9 4 7 . 322 p p .
H a s k e l l , A lla n C . , How t o Make a n d Use G ra p h ic C h a r t s .
Y o rk : Codex Book Company, 1 9 1 9 . P p . 5 4 - 7 7 .
K a r s t e n , K a rl G ., C h a r ts and G ra p h s .
I n c . , 1 9 2 3 . P p . 9 9 -1 8 7 .
New
New Y o rk : P r e n t i c e - H a l l ,
N i c k e l l , P a u l e n a , and D o rs e y , J e a n M u ir1 M anagem ent i n F a m ily
L lv ln c r. New Y o rk : Jo h n W ile y a n d S o n s , I n c . , 1 9 # .
47? p p .
B.
THESIS AND RESEARCH WRITINGS
G r o s s , Irm a H . , an d E v e r e t t , E s t h e r , "w ork S i m p l i f i c a t i o n o f
T h re e H o u s e h o ld T a s k s ." U n p u b lis h e d M a s t e r ’ s t h e s i s ,
M ic h ig a n S t a t e C o l l e g e , E a s t L a n s in g , 1 9 4 4 .
H a l b e r t , E l i z a b e t h H e le n , "The A d a p ta tio n o f Work S i m p l i f i c a ­
t i o n M ethods t o H o u s e h o ld A c t i v i t i e s . "
U n p u b lis h e d
M a s t e r ’ s t h e s i s , P u rd u e U n i v e r s i t y , L a f a y e t t e , I n d i a n a ,
1945.
53
W a tso n , G e r tr u d e M a x in e , "Some P ro b le m s o f th e Low Incom e
Homemaker a n d H er A w aren ess o f T hem ." U n p u b lis h e d
M a s t e r ’ s t h e s i s , Iow a S t a t e C o l l e g e , Ames, 1 9 4 1 .
W ea v er, E l a i n e K n o w le s, "How H a rd Do Homemakers W ork?"
C o m p iled f o r E u re k a W illia m s C o r p o r a t i o n , B lo o m f ie ld ,
Illin o is .
C.
BULLETINS
B r e k k e , J u l i a E . , "S ew ing M an ag em en t". S p e c i a l c i r c u l a r *
F a rg o : N o rth D a k o ta A g r i c u l t u r a l E x te n s i o n S e r v i c e , 1 9 3 8 ;
r e p r i n t 1 9 4 0 . 19 p p ,
B u re au o f A g r i c u l t u r a l E c o n o m ic s ., "Women’ s P r e f e r e n c e Among
S e l e c t e d T e x t i l e P r o d u c t s . " M is c e lla n e o u s P u b l i c a t i o n
No. 6 4 1 . W a s h in g to n , D. C .: U n ite d S t a t e s D e p a rtm e n t o f
A g ric u ltu re .
C ushm an, E l l a M ., " O r g a n i z a t i o n o f th e Sew ing C e n te r i n th e
Home." I t h a c a , New Y o rk : C o r n e l l U n i v e r s i t y A g r i c u l t u r a l
E x p e rim e n t S t a t i o n , B u l l e t i n 4 9 2 , 1329; r e p r i n t 1 9 4 4 .
37 pp,
H u m p h reys, G e r t r u d e , and B ig e lo w , A d e le , " C o n v e n ie n t Work
C e n te r s f o r t h e K i t c h e n ." iao rg an to w n : W est V i r g i n i a
U n i v e r s i t y , C o lle g e o f A g r i c u l t u r e , F o r e s t r y an d Home
E c o n o m ic s. 8 p p .
APPENDIX A
QUESTIONNAIRE ON SEWING CONDITIONS IN MONTANA HOMES
Name of County
Date
Put check (*/) in column or block that most closely answers the question
for you s
Ie
How much do you sew?
Make some
Make all
a* Children’s clothes
be Your own clothes
Ce Clothes for others
2,
Do you have electricity?
Yes j' j'
a* Private plant
|
be
3#
Public Utility
□
□
□
□
a
□
Ko
p
j
Q
What kind of machine have you?
ae Non-electric |
be Upright
j
Electric
I I
Portable
D
a
Ce What make have you?
Singer j~~] White |---1 New Home | | Bldredge | |
Any other make? (give name)
de
How old is your machine? No* oJF years
□
Have you had sewing instruction?
a» Taught by member of the family □
be Extension Service
D
Oe
Singer Course
de
Adult class (vocational or highschool) □
6e
College
f . None
5.
a
□
□
a. Do you have a daughter at M* S* C.?
be
Have you had a daughter at M. S. C.
Yes Q
T
No
No
□
Ct
Did she ta k e or i s she baking, an} c l yenLng c o n s tr u c tio n
Yes [--- 1 No j----j
classes?
d. TIVhat is she doing now?
T1Vhere is she living?
e.
6.
Do you have a separate sewing or utility room? Yesf™"!
7.
If so. where is it located? Basoment □
Ne | H
Ground Floor
IZHi
Joccnd
Floor
8. If you have a sewing room, make a sketch showing location of?
a.
b.
c.
d.
6«
f•
Sewing machine
Work or cutting table
Ironing board
Iron
Pressing equipment
Storage space
DHAW IIBHB;
SAIwPIB:
—i — — i -
IG f a
ia £
Ch*»t
I"?
CU*! Fer
or
•j
I
famP
•
/<*m p
------------------ h
9»
6'
I
Cr
I
D I
j
++-
If you do not have a sewing room —
a* Where do you have your machineY
Bedroom |
I
Kitchen
Mvi ng Room )
I J
Sun Porch
) Dining Room
I J
□
h# Is this the room where you do your sewing? Yes □
No □
56
-3 -
Ce If not where do you put your machine when you do sew?
Bedroom % « Living Room |
Sun Porch |
I Dining Room |
[Kitchen [ |
i
d. Where do you cut out your garments?
Dining Room table
Kitchen table |
card table f ) floor
J
f
f b»d f~j
e6 1Wiere do you press when making a garment? Kitchen [—|
Dining Room" J ~ ' *7 Bedroom[
Sun Porch f ---1
J
f e What kind of iron do you use ?
flat iron f~~7 gas |---1
electric - (control j ) non-control |
steam / t
J
)
g« What pressing equipment besides an iron do you use?
sleeve board
seam roll
y pressing cushions
J
[— |
home made pressing cloth | I commercial pressing cloth
he
in what room do you keep your small sewing equipment? (such as
sheers, etc#) Kitchen [ | Dining Room /""""7 Bed Room )~~7
Sun Porch /
[ no particular place |
{
i e Where do you keep this equipment? in a box f
basket j I sewing machine drawers
j
|
sewing cabinet p~1
j put away loose
j e Where is the box, basket kept? drawer [
(—"]
| shelf
closet )*'[
floor T
—r
Check equipment that you have on hand that is in good condition*
J scissors (under
sheers (over 6-5-') |
(numbered on opposite ends)
| tailors chalk
j
needle cushion or container |
parent 6“ ruler
j
J
thimble
tainer for scraps at machine |
) |
| tape measure
| pin Oushion |
| dressmakers pins p —
| trans­
j
J
]
button box or bag
J
j
con-
|
67
APPENDIX B
QUESTIONNAIRE REGARDING SEWING LABORATORY EQUIPMENT
SENT TO 11 COLLEGES OR UNIVERSITIES
IN WESTERN AREA
I am d o in g a s t u d y t o d e te r m in e t h e d i f f e r e n c e s I n t h e
am ount o f t i m e , e n e r g y a n d m o tio n u s e d b y c o l l e g e s t u d e n t s I n
t h e c o n s t r u c t i o n o f a g a rm e n t u n d e r e x i s t i n g l a b o r a t o r y a r ­
ra n g e m e n ts a s c o n t r a s t e d t o a u n i t a r r a n g e m e n t.
I am I n t e r e s t e d I n know ing w h a t c o l l e g e s an d u n i v e r s i ­
t i e s h a v e c l o t h i n g l a b o r a t o r i e s a n d w ould a p p r e c i a t e I t v e ry
much I f y o u w o u ld a n sw e r t h e f o l lo w in g q u e s t i o n s an d r e t u r n
t h i s fo rm t o me a s p ro m p tly a s p o s s i b l e .
1.
How many c l o t h i n g l a b o r a t o r i e s do you h a v e ?
2.
I s your la b (s )
5.
How many u n i t s h a v e you?
4.
C heck e q u ip m e n t i n c l u d e d i n a s i n g l e u n i t :
a r r a n g e d on a u n i t b a s i s ?
________
Work
how many?
______
Iro n in g b o a rd
— how many?
______
Iro n
— how many?
______
—
p r e s s i n g e q u ip m e n t
6.
Yes______ No____
________
S ew ing m ach in e — how many?
ta b le
______
- - how many?
______
A d d i t i o n a l e q u ip m e n t — how many?
______
How many g i r l s u s e e q u ip m e n t I n u n i t a t one c l a s s p e r io d ?
I f y o u h a v e u s u a l l a b o r a t o r y a r r a n g e m e n t, p l e a s e c h e c k t h e
f o l lo w in g :
I.
I r o n i n g b o a rd s — how many?
______
Work t a b l e s
— how many?
______
Iro n s
— how many?
_______
58
P r e s s i n g e q u ip m e n t
— how many?
______
A d d i t i o n a l e q u ip m e n t — how many?
______
2.
How many g i r l s u s e t h i s e q u ip m e n t a t one c l a s s p e r io d ?
3.
What i s a p p r o x im a te ly t h e s i z e o f y o u r l a b o r a t o r y ?
L e n g th
4.
_______
______
A re a l l i r o n i n g b o a r d s i n one p o s i t i o n i n t h e room?
Yea______
5«
W idth
No
I f n o t , how a r e t h e y a r r a n g e d ?
T h an k in g you f o r y o u r a s s i s t a n c e , I am
Y o u rs s i n c e r e l y .
EaCORD GE TlMJSi
c EEInT
IN CONSTRUCTING
a
GiiRiviENT
IRe'R e Remove
F in ish
I
M a r k ' P i n ! B a e t e F i t R i b l b a s t e f i t ! S t i t c h B a s t i n g C u t ; T u r n P r e s s Trim. Hand : M a c h i n e •
I
I
I
5
T u cks
2.
■,
.
_____
I
D a rts
i
'
3.
G ath ers
----------- 1—
— —
4.
;
P la its
S id e
Gore
S I
I
I
I
i
.
,
i
I
!
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62
APPENDIX D
Name
J a n .21
CARDS USED TO RECORD TIME, WINTER QUARTER
fhi* w
rka-f T
Tu
nj4l4v
-9 VUOUn.
_ C la s s
V
z
I n C la s s
O ut o f C l a s s
f o i e a c h day
22
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23
24
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4
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16
17
T o ta l
T o ta l
APPENDIX E
CARDS USED TO RECORD TIME, SPRING QUARTER
C la s s
S e c tio n
A rtic le
! Slfasef
May 7
C la s s
May 2 0
O ut o f
C la s s
O ut o f
U n it
C la s s
May 29
June
T o ta ls
I
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I / A ny c o m m e n ts r e g a r d i n g w o rk d o n e i n t h i s c l a s s
2 / W hat d i f f i c u l t i e s d i d y o u e n c o u n t e r ?
3 / W hat d o y o u f e e l s h o u l d b e g i v e n m o re s t r e s s ?
O ut o f
C la s s
O ut o f
U n it
APPENDIX F
CARDS USED TO RECORD PEDOMETER READINGS
D is ta n c e
R ead in g a t b e g in n in g p e r io d
R eading a t
end of p e r io d
D is ta n c e
tra v e lle d
Check
Ai'^ENDIX Ol
CHART OF DISTANCE TRAVELED BY STUDENT 8 , SECTION I I ,
MAY 2 6 , 1948
IN UNIT
65
(-1
1-3
3 40"
3 4o"
3"o
3 - H
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APPENDIX G2
CUART OF DISTANCE TRAVELED BY STUDENT 1 7 , SECTION 2
IN LABORATORY
MAY 2 6 , 1948
/
66
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IVo
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(Sc"
3-4
U-'S"
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6-7
7- %
9-9
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n
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IS 3 S
pacCovwater Y e a - d o iq ^ ^ J P’S
<c W . 35'
Toltj1,0&6\ / 3 l '
AfiBMDUt G
1 EQUIPMENT IH OHE CLOTH:
WITH THE UNIT INSTALLED
APPENDIX H
QUESTIONNAIRE GIVEN TO STUDENTS TO OBTAIN REACTION TO UNIT
Otar Student t
th a t I
68
a p p re c ia te I t ! *
V t Q h l m h& 8 31849 t h l s s t u d Jr p o s s i b l e .
T o u rs s in c e r e ly ,
(I)
Did you like working in the unit?
«hjr
(2)
Hare
or
Why
P le a s e b e lie v e
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not?
you any suggestionc to make to improve the unit?
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(3) Do you think y0tt
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(4) W.U14 zou
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t . « u . 8 Cf C l 0g
I f t l . „ , lr , Jtrtowlwj, h. r.
oould be set up in units?
.
MONTANA STATE UNIVERSITY LIBRARIES
3
»
L e w is . A. He
1J-S^Eucty- o f t im e~and
m o tio n d i f f e r e n t i a l s .
IS S U E O TO
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