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1. as 43 APPENPDIS usi 47 APPENDIX SG 50 fidus bip dam 58 60 APPENDIX u 6 VIA 88 viii LIST OF TABLES TABLE Page 1 Composition of the Test Groups 16 2 Descriptive Statistics for Delta and PropDelta 23 3 Tests of Normality for PropDelta and Delta 23 4 Mann Whitney Test to Compare Proportional SimDelta and DiffDelta 26 5 Mann Whitney Test to Compare Mean Scores of Pre and Post Tests 27 6 Mann Whitney Test to Compare Deltas of Training Methods 28 T Wilcoxon Signed Ranks TEST uuu quee dap tra 29 8 Mann Whitney Test to Determine Interaction 30 9 D scriptrve Statistics sic reo xr eer E skr 47 10 Frequency Table Delta 47 11 Frequency Table Pre Test Scores 48 12 Frequency Table Post Test Scores 49 LIST OF FIGURES FIGURE 1 Cognitive Theory of Multimedia Learning 2 Detrended Normal Q Q Plot of Delta
2. 3 Detrended Normal Q Q Plot of PropDelta As suyu Se SISISINGE2 b G SATSE AS aec qawapaq qaqaqa EE etd NET E eR NER 81 1 1 110 1019875555 2 55 E REM VA 10 St tementT MP 11 Statement E EN 12 Statement VG Re Ge M decus 14 Screenshot of Home crime wines canker arated AT 15 Screenshot of Safety Training sies esee epe er bob da dee TERR Neg ead digi 16 Screenshot of Video Clip Showing PPE 17 Screenshot of Video Clip Showing Compound Miter Saw 18 Screenshot of Video Clip Showing Band Saw 24 32 32 33 34 35 35 36 37 38 38 86 87 87 88 88 1 INTRODUCTION Safety management is one of the most important aspects of building construction management Safety management aims to bring the building construction site and personnel in compliance to the Occupational safety and health administration OSHA rules and regulations OSHA requires the contractors in USA to follow the sa
3. Mayer 2001 The goal of multimedia as a learning aid is to accomplish active learning Here active learning refers to cognitive process going on in the mind of the student during the safety training so that maximum understanding or knowledge of woodshop safety is achieved According to Mayer 1996 three essential cognitive processes involved in active learning are selecting relevant material organizing selected material and integrating selected material with existing knowledge 11 Mayer s cognitive theory of multimedia learning is illustrated in Figure 1 MULTIMEDIA SENSORY LONG TERM PRESENTATION MEMORY WORKING MEMORY MEMORY Figure 1 Cognitive Theory of Multimedia Learning 2 6 Effectiveness of Multimedia Learning Several studies have been conducted to assess the effectiveness of multimedia as a learning aid against the traditional methods of teaching In the following some of the relevant studies have been discussed in brief to establish that multimedia provides a significant advantage in learning and retention as opposed to teaching methods which do not use multimedia Issa et al 1999 in their study measured the effects of multimedia based safety education against the traditional instructor led classroom learning The test subjects used were high school vocational and college construction safety class students The multimedia used was CD ROM According to Issa et al 1999 multimedia based self paced learning off
4. Address Education 1997 2004 Professional Experience 2001 2002 88 VITA Sai Srinivas Murthy Telekepalli 4506 Burnhill Drive Plano Texas 75024 Bachelor of Architecture Jawahar Lal Nehru Technological University India Master of Science in Construction Management Texas A amp M University Site Supervisor David Consultants Junior Architect Akruti Consultants
5. Statement 7 My knowledge on woodshop safety was significantly increased due to the training Majority of the students are in agreement with this statement in case of Web based safety training see Fig 10 however the percentage of disagreement in case of classroom based training is more than the percentage of agreement 25 7 METHOD 88 Cassrom L Web Based 20 7 15 7 Percent 10 5 7 1 2 3 4 Figure 10 Statement 7 Statement 8 I believe safety training is not really necessary for the proper use of equipment in the Woodshop Majority of the students are in strong disagreement with this statement see Fig 11 This shows that students believe that safety training is important to avoid potential accidents and injuries which might happen due to negligence towards safety 37 METHOD Il Cassrom 20 Web Based 15 Percent 10 7 5 0 T T 2 3 3 4 4 Figure 11 Statement 8 Statement 9 In all the training method was very effective in conveying information on woodshop Majority of the students are in strong agreement with this statement in case of Web based safety training see Fig 12 however in case of classroom based training the agreement is not as significant as compared to its counterpart Statement 10 The material and presentation method for the training should be significantly improved Majority of the students are in disagreement with this statement in case
6. FF O 10 AND 20 AT 5 23 THICKNESS SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING TOOLS 1 HOLD WITH BOTH HANDS THIS TOOL IS EASY TO LOOSE CONTROL OF 2 THIS IS NOT FREE HAND DO NOT ATTEMPT TO MOVE TOOL WHEN IN PLAGE FOR CUT 3 RELEASE PRESSURE SLOWLY AFTER CUT K PNEUMATIC GUNS FASTENING TRIM TO SOLID SURFAGES SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRAGTED BY OR TALK TO OTHERS WHEN OPERATING TOOLS 1 MATERIAL MUST BE SUFFICIENT ENOUGH TO WITHSTAND IMPACT OF TOOL 2 NEVER POINT THIS IN THE DIRECTION OF ANOTHER PERSON ALSO NO ONE SHOULD BE IN FRONT OF OPERATOR IN CASE OF ERROR 3 THIS TOOL IS NOT TO BE USED IN ANY WAY OTHER THAN INTENDED 4 DO NOT TAMPER WITH CONTACT ELEMENT 5 THE AIR HOSE IS THE POWER DISCONNECT WHEN LOADING OR ADJUSTING 83 L RANDOM ORBITAL SANDER ruis PALM SIZED SANDER REMOVES MATERIAL MORE RABIDLY WITHOUT LEAVING THE SWIRL PATTERN OF A SHEET SANDER SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRAGTED BY OR TALK TO OTHERS WHEN OPERATING TOOLS 1 A MODERATE HOLD ON THE SANDER IS SUFFICIENT EXCESSIVE FORCE IS BAD FOR THE MOTOR AND IS LESS EFFICIENT 2 HOLD 5 MODEL WITH BOTH HANDS THIS TOOL IS EASY TO LOOSE CONTROL OF 3 ABRASIVE PAPER SHOULD BE SECURE BEFORE USE 4 THIS TOOL IS CAPABLE OF SEVERE ABRASIONS UNLIKE OTHER SANDERS M ROUTERS USED
7. My thanks are due to my sisters Mrs Jahnavi L Jayanthi and Mrs Lakshmi K Vunnava who believed in me and my capabilities more than I did and were always there for me Special thanks to my brother in law Mr Rajeshwar R Jayanthi whose help in developing the Web based safety training was invaluable I would like to acknowledge the support of my father Mr Satyanarayana Telekepalli my mother Mrs Vasantha L Telekepalli and numerous friends whose help directly or indirectly made this thesis possible vi TABLE OF CONTENTS Page ADS PRIA ach ds cals S ee ee ill DEDICATION rd Sed iv ACKNOWLEDGEMENTS zu P RA IA ANC EK TABLEOECONTENTS I Yt hU SSS vi LIST OF TABLES sage teda T Vili LISEQHEFIGUREBS pressa 18 I INNLERODDUC 1 TEPPE Study au aa 2 1 2 Objectives and Scope of the Research 2 1 3 Significance of the Research 3 2 REVIEW OF LITERATURE sic add 4 2 Introduction ax EE 4 2 2 Safety and Safety Training 5 secet cent e xke Eve E ERI AREE 5 2 hisa 7 2 4 Safety Training and Theory of Learning 9 2 5 A Cognitive Theory of Multimedia Learning 10 2 6 Effe
8. Which saws are free hand saws a Miter saw and Band saw b Scrollsaw and Panel saw c Band saw and Scroll saw d Table saw and Scroll saw 4 When do you turn a saw off a When you re ready b After you ve cut most of the way through the wood c After you have completed your cut and the saw blade is clear of your wood d Atthe end of the day in the shop 51 5 Always use a push block on the a Table saw b Band saw Jointer d Panel saw 6 How much weight should you apply to the belt sander while sanding a Just enough weight to hold it in place b As much weight as possible c Not very much weight at all d No weight at all 7 Which sander is used to sand edges and the inside of cutouts Finishing sander Palm sander Orbital sander Spindle sander Roc 8 For what material do you use a grinder a Steel b All metal c Hard wood d Cardboard 9 What tool is used to cut slots in wood for biscuit jointing a Joiner b Plate joiner c Biscuit joiner d Slot joiner 10 When you leave the shop you must Clean up your workplace Put away all tools Put away safety glasses None of the above All of the above omncm 11 Before making a cut on the table saw you should a Check blade height b Setthe fence c Make sure nobody is standing behind you d All of the above 52 12 On the jointer never cut wood shorter than a 12 long b The length of
9. EYE PROTECTION IS REGUIRED BY LAW DO NOT BE DISTRAGTED BY DR TALK TO OTHERS WHEN OPERATING MAGHINERY LARGER BITS SHOULD BE USED AT SLOWER SPEEDS VARY SPEED WITH MOTOR RUNNING PLACE SCRAP STOCK UNDERNEATH PIECE TO PROTECT BASE CLAMP PLASTIC AND METAL TO BASE 70 E JOINTER 8 Long BED FOR SQUARING AND SHAVING ALONG THE EDGE GRAIN SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING MACHINERY 1 USE A PUSH BLOCK WHENEVER PROJECT GOES OVER THE CUTTING SURFACE KEEPING 4 FROM THE CUTTING KNIVES 2 WOOD SHOULD BE MORE THAN LONG 3 NEVER ADJUST OUTGOING TABLE 4 FEED AGAINST BLADE ROTATION REVERSE DIRECTION CAN CAUSE SERIOUS INJURY 71 F PANEL S AW RIPPING AND CROSSCUTTING LARGE SHEETS SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING MAGHINERY 1 BLADE SHOULD BE AT FULL SPEED BEFORE BEGINNING CUT 2 SLOWLY RETURN SAW MOTOR TO THE TOP AND TIGHTEN IT DOWN NEVER LET GO UNTIL IT IS SECURE 3 BE AWARE OF THE POWER CORD THAT IS DOES NOT FALL INTO PATH OF THE BLADE GRITIGAL WHEN RETURNING BLADE TO TOP G 72 PLANER DESIGNED TO PLANE STOCK TD ANY THICKNESS SMOOTHLY THIS MACHINE CANNOT STRAIGHTEN BOWS OR WARPS SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING MACHINERY BUN o USE ONLY WITH PERSONNEL ASSISTANCE
10. PLANE OFF ONLY 1 16 EACH PASS KEEP OTHERS OUT OF LINE OF INPUT AND OUTPUT OF TABLE PLANE ONLY CLEAN CLEAR WOOD ANY IMPERFECTIONS IN THE WOOD SHOULD BE CHECKED FIRST ONLY ONE PIECE OF WOOD AT A TIME DO NOT START A SECOND UNTIL FIRST IS CLEAR AND DO NOT STACK IF BOARDS STOPS MOVING TURN POWER OFF IMMEDIATELY LOWER DECK AND GET TRAINED PERSONNEL CLEAR DUST AND WOODGHIPS WITH BRUSH NOT HAND FEED AGAINST BLADE ROTATION REVERSE DIRECTION CAN CAUSE SERIOUS INJURY 73 SCROLL SAW FREE HAND TOOL FOR CUTTING FINE DETAIL DESIGNS SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING MACHINERY 1 BE SURE ADJUSTMENT KEYS AND WRENCHES HAVE BEEN REMOVED ROTATE MOTOR ONCE BY HAND BEFORE USE LOWER HOLD DOWN CLAMP AGAINST WOOD TO SECURE IT ONLY USE 1 2 STOCK WOOD OR SMALLER THAT HAS FLAT ONLY SURFACES HOLD WOOD FIRMLY FEEDING IT INTO BLADE AT A MODERATE SPEED BLADES SHOULD BE CHANGED BY PERSONNEL BUT ALWAYS CHECK BAND FOR GOOD TENSION STOP BLADE BEFORE BACKING WOOD OUT OF AN INCOMPLETE CUT MAKE RELEASE CUTS BEFORE MAKING LONG CURVES 74 H SHAPER MBLDINB SHAPING AND JOINING WOOD SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING MACHINERY 1 KEEP ALL OBJECTS FROM BETWEEN FENCE AND CUTTER 9 FEED AGAINST BLADE ROTATION REVERSE DIRECTION CAN CAUSE SERIOUS INJURY 2 WOOD BEING SHAPED SHOULD B
11. in Appendix D Lewis s 1981 Safety for Carpenters and Woodworkers and OSHA s 2001a A Guide for Protecting Workers from Woodworking hazards The web pages for the Web based safety training program were developed using Dream Weaver 19 The types of media used in Web based safety training are power point slides containing text and images of machinery and an audio visual demonstration video clip Web based safety training required the test subjects to go through the online safety course and the woodshop safety manual The various topics covered in both the woodshop safety training programs are General Personal Safety Shop and Job Site Safety Hand Tool Safety Stationary Power and Tool Safety Portable Power Tool Safety The Web Based safety training was spilt into two parts namely Part I and Part II Part I consisted of viewing power point slides on the course material and Part II consisted of viewing a nineteen minute long demonstration video clip The video clip is used to demonstrate the use of equipment used in the woodshop also it discusses the common hazards associated with them and the personal protective equipment recommend for each see the enclosed CD In addition to safety training the web pages also contain links to the woodshop safety manual presented in Appendix D and links to other websites which provide additional information on woodshop equipment Example screenshots of the web pages are presented in Appendix E The c
12. of Web based safety training see Fig 13 however in case of classroom based training they felt there was scope for improvement relatively more than its counterpart Percent Percent 38 25 20 7 15 7 10 7 5 7 1 2 3 4 Figure 12 Statement 9 25 7 20 7 15 10 5 1 2 3 4 Figure 10 Statement 13 39 4 6 Summary of Results A rigorous statistical analysis of the data yielded some interesting results Sufficient evidence was found to prove that Web based safety training is a more effective training method than the traditional instructor led classroom based safety training Key findings of the study are summarized in the following 1 2 The test instrument used to measure improvement in knowledge is robust Both training methods significantly contributed towards improvement of knowledge of woodshop safety however the Web based safety training contributed significantly more towards the improvement in the knowledge of safety than the traditional instructor led classroom based safety training The improvement in the knowledge of graduate students was more pronounced when Web based safety training was used in comparison to when classroom based training The improvement in the knowledge of undergraduate students was not significantly greater when Web based safety training was used in comparison to classroom based training Students found the inform
13. relative level of satisfaction between the two methods of safety training 3 5 Assumptions and Limitations It is assumed that the experiment was able to exclude all confounding factors affecting learning by keeping almost all the conditions at the pre test and post test similar so that any change or Delta between the pre test and post test scores is attributed as an effect of the training method used The external validity of the study is weak since the selection of the research subJects was not randomized The research measures only surface learning and does not measure retention of knowledge gained by the training methods 21 22 4 RESULTS OF THE STUDY This section presents analysis of data and findings of the study A discussion of the student s opinion towards the training methods is also presented In Tables 9 10 and 11 the descriptive statistics and frequency tables for pre test scores post test scores and Delta are presented 4 1 Tests for Normality of the Data Tests of normality were conducted on the data for Delta Post test score Pre test score and the Proportional delta proportional mean difference between the means of the non unique questions and unique questions to determine if the data is normally distributed Since the number of unique questions twenty five is more than the non unique questions five in the questionnaires the probability of answering the unique questions will be more than the probab
14. will be referred to as unique questions here on in the following discussions Five questions in the Section II are exactly same in both the pre test and post test these questions will be referred to as non unique questions here on in the following discussions The order of appearance of the five similar questions in the both the pre test and post test was randomized If the pre test and post test were to contain all same questions then there is a possibility of introducing bias because the students may look for only information which is useful for answering the questions asked in the pre test and thus bias On the other hand if the all the questions asked in the pre test and post test are completely different then the difference of the scores in the pre test and post test Delta would not be a good measure of the improvement in knowledge of the students In order that the test instrument accurately measure improvement in knowledge of the students accurately after the training and at the same time not introduce bias the above mentioned procedure was adopted in devising the test instrument Statistical tests were conducted to determine if the proportional mean difference between the non unique questions and unique questions was significantly different or the same to determine the robustness of the test instrument with no significant difference in the proportional means indicating robustness of the test instruments The opinion survey consists of ten qu
15. 1 An Introduction to Theories of Learning 6 Ed Prentice Hall Upper Saddle River NJ Isaa A R Cox R F and Killingsworth C F 1999 October Impact of multimedia based instruction on learning and retention Journal of Computing in Civil Engineering 13 4 281 290 Jonassen D H 1996 Supporting communities of learners with technology A vision for integrating tehnology with learning in schools Educational Technology 35 4 60 63 Kassay A J 1970 Feasibility of Learning Hazardous Machine Operation Skills by Means of a Self Instructional System EdD dissertation Industrial Education Washington State University Pullman Lewis G J 1981 Safety for Carpenters and Woodworkers Delmar Albany NY Mayer R E 1996 Learning strategies for making sense out of expository text The SOI model for guiding three cognitive processes in knowledge construction Education Psychology Review 8 357 371 Mayer R E 2001 Multimedia Learning Cambridge University Press Santa Barbara McFarland D 1996 Multimedia in Higher Education The Katherine Sharp Review 3 lt http www lis uiuc edu review summer1996 mcfarland html gt June 5 2004 45 Merriam S B and Caffarella R S 1991 Learning in adulthood Comprehensive Guide Jossey Bass San Francisco Ormrod J E 1995 Human Learning 2 Ed Merill Englewood Cliffs NJ Reynolds A and Anderson R H 1992 In
16. 2001 believes the behaviorist and cognitive approaches in the context of multimedia learning are most important The behaviorist and the cognitive orientations towards active learning are discussed briefly in the following 1 Behaviorist Orientation Behaviorist orientation to learning was developed in the early decades of the twentieth century by John B Watson Ormrod 1995 The behaviorist approach to learning theory can be summed up by the following three assumptions Observable behavior rather than internal thought processes are the focus of study In particular learning is manifested by a change in behavior The environment shapes one s behavior what one learns is determined by the elements in the environment not by the individual learner The principles of contiguity how close in time two events must be for a bond to be formed and reinforcement any means of increasing the likelihood that an event will be repeated are central to explaining the learning process Merriam and Caffarella 1991 Typically training teaching methods which allow the students to interactively participate in the learning process by means of hands on exercises confirm to the behaviorist approach to learning 2 Cognitive Orientation Cognition according to the Oxford dictionary is defined as The process by which knowledge and understanding is developed in the mind The Gestalts orientation to the theory of learning gained popularity in the mid twentieth
17. ANGER WEAR MASK WHEN GREATING HIGH LEVELS OF SAW DUST AND ALWAYS KEEP WORK AREA CLEAN CLOTHING 1 LONG HAIR MUST BE PULLED BACK AND SECURED 2 NO HATS ALLOWED 3 NO LOOSE CLOTHING LONG SLEEVES SHOULD BE ROLLED UP AND TAILS SHOULD BE TUCKED IN 4 MUST BE WEARING FULL LENGTH PANTS 5 SHOES MUST BE RUBBER SOLED AND GLOSED TOED NO SANDALS ETC 6 NO JEWELRY CAN BE WORN INGLUDING WATCHES AND DANGLING EARRINGS 7 BACKPACKS AND OTHER BELONGINGS MUST BE STORED OUTSIDE WOODSHOP AREA SPACE IS PROVIDED NO FOOD DRINKS TOBACCO ALCOHOL OR DRUGS LEGAL OR OTHERWISE THIS AND ALL THE FACILITIES ARE SMOKE FREE RESPECT YOUR PEERS AND FAGULTY BE CONSIDERATE AND HELPFUL TOWARDS EACH OTHER NO RUNNING YELLING OR OTHER HORSEPLAY ALLOWED ELECTRONICS NO HEADPHONES OR CELLULAR DEVICES 64 D EMERGENCY A EMERGENCY SHUT DOWN FOR USE ONLY IN AN EMERGENCY THESE BUTTONS CUT POWER TO ALL MACHINES AND OUTLETS IN THE WOODSHOP SHUT DOWN SWITCHES ARE ON ALL FOUR WALLS FIRE EMERGENCY PULL IS LOCATED TO THE RIGHT OF THE OVERHEAD DOOR EXTINGUISHERS ARE THROUGHOUT THE SHOP FIRST AID FIRST AID IS LOCATED IN FOYER HAVE PERSONNEL ASSIST YOU WITH ALL INJURIES EMERGENCY ASSISTANCE DIAL 9 911 ON CAMPUS PHONES 65 FACILITIES A WOODSHOP THIS AREA HOUSES ALL THE STATIONARY TOOLS THAT ARE CONNECTED TO THE SAWDUST VACUUM COLLECTION SYSTEM NINE WORKTABLES ARE EQUIPPED WITH ELECTRICAL OUTLETS FOR HAND TOOLS
18. COMPRESSED AIR NOZZLES FOR EASY GLEAN UP AND QUICK RELEASE VISES TO SECURE PROJECTS gt CHEMICAL USE IS NOT ALLOWED IN THIS ROOM THIS ISA FIRE HAZARD gt SUPERVISION BY TRAINED PERSONNEL IS REQUIRED B GLUE PREP ROOM THIS AREA IS SEPARATE FROM THE WOODSHOP DESIGNED FOR ASSEMBLING AND GLUING PROJECTS ALL SIZE CLAMPS ARE PROVIDED TO USE IN CONJUNCTION WITH TWO TABLES EQUIPPED WITH CLAMP PLAGERS ANY PREP WORK OTHER THAN SANDING IS DONE HERE gt SANDING SHOULD BE COMPLETE BEFORE PROJECTS ARE BROUGHT HERE C PAINT FINISHING BOOTH ALL PAINT VARNISH OR OTHER CHEMICAL FINISHES ARE DONE HERE THIS ROOM IS DESIGNED TO CARRY HAZARDOUS FUMES AWAY FROM USER gt THIS AREA IS OCCUPANCY LIMITED BASED ON PROJECTS INSIDE NO POWER TOOLS ARE TO BE USED IN THE BOOTH gt gt PERSONNEL SHOULD KNOW WHEN THIS FAGILITY IS BEING USED gt DISPOSE OF CHEMICALS AND ANY HAZARDOUS MATERIALS IN PROPER CONTAINERS 66 Il STATIONARY TOOL SAFETY 1 2 10 11 12 13 14 15 16 USE MACHINES ONLY AS INTENDED IF IN DOUBT ASK FOR ASSISTANCE AND OR REFER TO USER MANUAL YOU SHOULD BE INFORMED IN OPERATION AND SAFETY PROCEDURE IF YOU ARE NOT COMFORTABLE WITH A MAGHINE DO NOT USE IT ASK FOR ASSISTANCE FOCUS ON YOUR WORK LOOK LISTEN AND BE IN CONTROL OF WHAT YOU ARE DOING DO NOT BE DISTRACTED BY OR TALK TO OTHERS AND DO NOT DISTRACT OTHERS AVOID ACCIDENTAL STARTING ALL SAFETY GUARDS AND DEV
19. CT LET TRAINED PERSONNEL KNOW THERE MAY BE A BETTER WAY DO NOT OVERREACH EXTENSION CORDS MUST BE 3 PRONG GROUNDED OR POLARIZED IF A 2 PRONG CORD WILL NOT FIT FLIP IT OVER REMOVE PLUGS FROM SOCKETS PROPERLY USE CLAMPS AND VISES DO NOT HOLD PROJEGT WHEN USING HAND TOOLS CORDS CAN BE ELECTROCUTION HAZARDS BE SURE THEY RUN BEHIND YOU OUT OF THE TOOLS DIRECTION HOLD BY INSULATED GRIPPING FOR GREATER SHOCK PROTECTION CHECK FOR WORN AND DAMAGED PARTS LET TRAINED PERSONNEL CORRECT THESE PROBLEMS DO NOT ATTEMPT IT YOURSELF WOOD SHOULD BE FLAT AND CLEAR OF ALL FOREIGN OBJECTS 78 A BELT SANDER ruis TOOL IS DESIGNED TD SMOOTH LARGER ITEMS LIKE ROUGH BOARDS OLD FINISHES AND SOMETIMES METAL AND PLASTIC SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRAGTED BY OR TALK TO OTHERS WHEN OPERATING TOOLS 1 HOLD WITH BOTH HANDS THIS TOOL IS EASY TO LOOSE CONTROL OF 2 BELT MUST BE TRACKED PROPERLY BEFORE USE 3 THE WEIGHT OF THE SANDER IS SUFFICIENT LEANING ON THE TOOL IS BAD FOR THE MOTOR AND IS LESS EFFECTIVE B CIRCULAR SAW RIPPING AND GROSSCUTTING STOCK SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING TOOLS 1 HOLD WITH BOTH HANDS THIS TOOL IS EASY TO LOOSE CONTROL OF 2 DO NOT HANDLE BLADE GUARD IT IS DESIGNED TO SELF RETRACT 79 C DETAIL SANDER ruis TOOL PROVIDES THE ABILITY TO SAND IN CORNERS AND IN OTHER DETAILED SPACES
20. E 3 TIMES AS WIDE AS THE CUT IS DEEP SMALL MOLDINGS SHOULD BE SHAPED THEN RIPPED TO WIDTH 3 SHORT STOCK LESS THAN 6 REQUIRES THE USE OFA MITER GAUGE OR CLAMP ATTACHMENT 75 TABLE SAW RipPING AND GROSSCUTTING STOCK SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING MACHINERY T N D USE A PUSH BLOCK WHENEVER PROJECT GOES OVER THE CUTTING SURFACE KEEP HANDS AT LEAST 4 FROM BLADE STAND TO SIDE OF WOOD BEING RIPPED STAY WITHIN REAGH OF POWER SWITCH ONLY USE ONE FENCE OR GROSS CUTTING BE SURE ADJUSTMENT WRENGHES OR ANY OTHER OBJECTS HAVE BEEN REMOVED FROM TABLE BEFORE USE HOLD WOOD FIRMLY FEEDING IT INTO BLADE AT A MODERATE SPEED PUSH WOOD WITH A PUSH STICK UNTIL IT CLEARS CUTTING BLADE THIS IN NOT FREE HAND MACHINE ALWAYS USE A FENCE OR MITER GAUGE FEED AGAINST ROTATION WRONG WAY WILL ACCELERATE WOOD AND CAUSE DAMAGE NO DEAD CUTS CONTINUE RIPPING ALL THE WAY THROUGH YOUR BOARD WITHOUT STOPPING ONLY USE WOOD THAT HAS FLAT SURFACES ONLY ONE PIECE OF WOOD AT A TIME DO NOT START A SECOND UNTIL FIRST IS CLEAR AND NO PIGGYBACKS d 76 WOOD LATHE MiLLING ORIGINAL SYMMETRICAL WOOD PROFILES SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING MAGHINERY 1 PUES ES TOOL REST SHOULD BE AT PROPER HEIGHT AND AS CLOSE TO WORK AS POSSIBLE VARY SPEED WI
21. ETWEEN YOU AND YOUR WORK G JIG SAW ruis TOOL IS GENERALLY USED FOR PATTERN CUTTING INTO MATERIALS WITH THE MAXIMUM THIGKNESS OF 4 1 3 WOOD AND 11 4 PLASTIC AND FIBERGLASS REFER TO MANUAL FOR METAL THICKNESS SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING TOOLS 1 FIND A CLEAR AREA TO WORK WITH THIS TOOL AND SECURE THE MATERIAL 2 KEEP BASE ON FLAT SURFACE WHEN IN USE 3 DO NOT USE A BENT BLADE 81 H OSCILLATING SPINDLE SANDER ruis TOOL IS DESIGNED TO SAND EDGES AND IDEAL FOR INSIDE CUTOUTS AND CURVES SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING TOOLS 1 HOLD WITH BOTH HANDS 2 A MODERATE HOLD ON THE SANDER IS SUFFICIENT EXCESSIVE FORCE IS BAD FOR THE MOTOR AND IS LESS EFFICIENT 3 THIS TOOL IS NOT FOR REMOVING MATERIAL ONLY SANDING I PALM SANDER QUARTER SHEET SANDING FLAT SURFACES FOR FINISHING THIS TOOL IS MANAGEABLE FOR MOST WOODSHOP PROJECTS AND CAN BE FITTED FOR ALL LEVELS OF SANDING SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRAGTED BY OR TALK TO OTHERS WHEN OPERATING TOOLS 1 A MODERATE HOLD ON THE SANDER IS SUFFICIENT EXCESSIVE FORCE IS BAD FOR THE MOTOR AND 15 LESS EFFICIENT 2 ABRASIVE PAPER SHOULD BE SECURE BEFORE USE 82 J PLATE JOINER ruis toot IS DESIGNED SPECIFICALLY TO CUT SLOTS IN WOOD FOR BISCUIT JOINING IT WILL CUT SIZES
22. EVALUATION OF WEB BASED SAFETY TRAINING AGAINST INSTRUCTOR LED CLASSROOM TRAINING METHOD A Thesis by SAI SRINIVAS M TELEKEPALLI Submitted to the Office of Graduate Studies of Texas A amp M University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE December 2004 Major Subject Construction Management EVALUATION OF WEB BASED SAFETY TRAINING AGAINST INSTRUCTOR LED CLASSROOM TRAINING METHOD A Thesis by SAISRINIVAS M TELEKEPALLI Submitted to the Office of Graduate Studies of Texas A amp M University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Approved as to style and content by Nancy L Holland Guillermo Vasquez de Velasco Chair of Committee Member James W Craig Jr James W Craig Jr Member Head of Department December 2004 Major Subject Construction Management Hi ABSTRACT Evaluation of Web Based Safety Training against the Instructor Led Classroom Training Method December 2004 Sai Srinivas M Telekepalli B Arch Jawahar Lal Nehru Technological University Chair of Advisory Committee Dr Nancy L Holland The development of the Internet and the technological advancements in multimedia are some of the breakthroughs the 21 century has witnessed Innovative ways are being sought for the application of technologies such as the Internet and multimedia for the development of effective learning methods The potential for using
23. FOR MILLING AND SHAPING WOOD EDGES AND FREE FORMS SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRAGTED BY OR TALK TO OTHERS WHEN OPERATING TOOLS 1 HOLD WITH BOTH HANDS THIS TOOL IS EASY TO LOOSE CONTROL OF 2 BITS CAN BE EXTREMELY HOT AFTER USE 3 KEEP BASE ON FLAT SURFACE WHEN IN USE 4 MAKE PROGRESSIVE CUTS TO DESIRED RELIEF 5 SPEED SHOULD BE REDUCED FOR LARGER BITS 6 DO NOT CLIMB CUT CUT OUTSIDE EDGES GOUNTER CLOCKWISE AND INSIDE EDGES CLOCKWISE A ROUTER STANDARD B PLUNGE ROUTER IDEAL FOR ROUTING BEGINNING WITHIN THE EDGES LAMINATE TRIMMER DESIGNED SPECIFICALLY FOR TRIMMING LAMINATE 84 Golden Aules of the Moodstop Wour mother iswt bere you open i Close it you turn id on Turn tl off you unlock ido Hock it you checked it out Wow must check id in you use tl Jake care of tl you break 1 Report it you borrowed id Return it you glue tt Cag il with dale and lime you make a mess Clean il up tl ts in the way Move tt you move tl Put it bark you are confused Ask for Help you are unable to operate tt eave tl alone il does not concern you Jrs none of your business APPENDIX E SCREEN SHOTS OF WEB PAGES AND VIDEO CLIP Welcome to Woodshop The College of Architecture Woodshop amp open to all CARC Students Faculty ane Staff who have completed thi Woodshop Safety Course Woodsho Technicians can help you wilh am studio pr
24. ICES MUST BE IN PLAGE WHEN OPERATING MAGHINES DO NOT OVERREACH MAGHINE MUST BE AT REST BEFORE REMOVING BYPRODUCTS AND TURNED OFF BEFORE LEAVING RETURN ADJUSTABLE PARTS TO REST POSITION MAGHINE SHOULD BE GLEAN AND CLEAR BEFORE DURING AND AFTER IT IS USED RED KNOBS ARE NOT FOR ADJUSTMENTS THESE ARE FOR CALIBRATIONS THAT SHOULD ONLY BE DONE BY SUPERVISOR MAKE ALL ADJUSTMENTS WITH THE POWER BOX SWITCHED OFF RETURN LOCK TO ELECTRICAL SWITCHES AFTER EACH USE NEVER OPEN THESE ELECTRICAL JUNCTIONS ALL ADJUSTABLE PARTS SHOULD BE SECURE BEFORE POWER IS ON DO NOT USE FORCE THE TOOL SHOULD DO THE WORK IF IT DOES NOT PERFORM AS YOU EXPECT LET TRAINED PERSONNEL KNOW THERE MAY BE A BETTER WAY STAY WITHIN REAGH OF POWER SWITGH AT ALL TIMES CHECK FOR WORN AND DAMAGED PARTS LET TRAINED PERSONNEL CORRECT THESE PROBLEMS DO NOT ATTEMPT IT YOURSELF MAGHINERY SHOULD NOT BE USED TO CUT USED LUMBER PLASTER OR DRYWALL A 67 BAND SAW FREE HAND TOOL DESIGNED FOR CUTTING CIRCLES AND CURVES GAN ALSO BE USED TO RIP AND CROSSCUT RELATIVELY SMALL PIECES OF WOOD SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING MAGHINERY 1 2 PM ALWAYS KEEP HANDS AND FINGERS 3 AWAY FROM THE CUTTING EDGE UPPER GUIDE SHOULD BE ONLY 1 8 ABOVE MATERIAL HEIGHT ONLY USE WOOD THAT HAS FLAT SURFACES HOLD WOOD FIRMLY FEEDING IT INTO BLADE AT A MODERATE SPEED CHECK BA
25. L BE CHECKED OUT TO INDIVIDUALS FROM THE FRONT DESK YOU WILL ONLY BE ISSUED TOOLS YOU ARE AUTHORIZED TO USE EXCESS TOOLS SHOULD BE RETURNED BEFORE NEW TOOLS WILL BE ISSUED CLEAN UP YOUR WORK AREA MUST BE CLEAN BEFORE YOU LEAVE PROJECTS SHOULD BE STORED PROPERLY FAILURE TO DO SO MAY VOID WOODSHOP PRIVILEGES CHECK OUT ANY TOOL YOU HAVE GHECGKED OUT MUST BE RETURNED TO THE FRONT DESK ATTENDANT YOUR ID WILL BE GIVEN BACK AND THEN YOU MAY RETRIEVE PERSONAL ITEMS ON YOUR WAY OUT 63 C SAFETY A ACCIDENTS REPORT EVERYTHING WE NEED TO KNOW FOR YOUR SAFETY INFORM SUPERVISOR OR TRAINED PERSONNEL AS SOON AS POSSIBLE MINOR INCIDENTS ARE IMPORTANT DANGER ANYTHING THAT APPEARS TO BE AN IMMEDIATE OR POTENTIAL HAZARD SHOULD BE DEALT WITH IMMEDIATELY DAMAGED EQUIPMENT SHOULD BE REPORTED ELECTRICAL HAZARDS KEEP OUT OF ANY ELEGTRIGAL CONTROL BOXES MOVING PARTS ALWAYS KEEP YOUR HANDS AND OTHER EXTREMITIES AWAY FROM ALL MOVING PARTS EYE PROTECTION IMPERATIVE WHEN WORKING WITH OR AROUND ANY TOOLS AND MACHINERY EVEN IF YOU ARE NOT USING THE EQUIPMENT THIS IS THE LAW THERE ARE NO EXCEPTIONS FACE SHIELDS REQUIRED WHEN USING LATHE BUT ADVISED FOR ALL MACHINERY EAR PROTECTION AVAILABLE AND ADVISED DUST MASK AVAILABLE UPON REQUEST WHENEVER WORKING WITH WOOD DUST IS PRODUCED AND CAN BE A HAZARD GERTAIN WOODS GOULD CONTAIN HARMFUL CHEMICALS AND WESTERN RED CEDAR HAS BEEN ATTRIBUTED TO ASTHMA AND NASAL G
26. ND FOR GOOD TENSION AVOID BACKING WOOD OUT OF AN INCOMPLETE CUT BLADE INHIBITS TIGHT TURNS THAT COULD TWIST AND BREAK BAND CLICKING WHILE BLADE IS IN MOTION INDICATES A HAZARD INFORM TRAINED PERSONNEL 68 B BELT DISC SANDER FREE HAND TOOL FOR SANDING SMALL PIECES OF WOOD SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING MAGHINERY 1 SAND ONLY IN THE DIRECTION OF THE WOOD GRAIN ON THE DOWNWARD STROKE OF THE MACHINE 2 DO NOT APPLY EXCESSIVE FORGE 3 CHECK SANDING SURFACES FOR TEARS OR HOLES WORN SURFACES SHOULD BE REPLACED 4 CHECK BELT TRACTION WHILE RUNNING 5 GLOVES SHOULD NOT BE WORN NEITHER SHOULD YOU HOLD OBJECT WITH RAG B COMPOUND MITER SAW 10 compound SLIDE MITER SAW USED FOR CROSS CUTS MITER AND COMPOUND MITER JOINTING SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING MAGHINERY 1 BLADE SHOULD BE SHARP RUN FREELY AND BE FREE OF VIBRATION 2 LET BLADE COME TO FULL SPEED BEFORE BEGINNING CUT 3 HOLD MATERIAL WITH HAND AWAY FROM BLADE AND KEEP YOUR FINGERS AND THUMB TOGETHER 4 DO NOT CROSS YOUR ARMS WHILE USING THE SAW 5 START THE SAW PULL OUT PUSH DOWN AND PUSH BACK 6 DO NOT ATTEMPT TO CUT SMALL PIECES 7 DO NOT HANDLE BLADE GUARD IT IS DESIGNED TO SELF RETRACT 69 D DRILL PRESS 1 5 VARIABLE SPEED DESIGNED TD MAKE VERTICAL HOLES OR GREATE MORTISES SAFETY
27. SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRAGTED BY OR TALK TO OTHERS WHEN OPERATING TOOLS 1 A MODERATE HOLD ON THE SANDER IS SUFFICIENT A 1 PORTER U 9 4 EXCESSIVE FORCE IS BAD FOR THE MOTOR AND 1 LESS EFFICIENT D DRILL ruis TOOL IS DESIGNED TO DRILL VARIOUS SIZED STRAIGHT HOLES INTO WOOD OR METAL SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRAGTED BY OR TALK TO OTHERS WHEN OPERATING TOOLS 1 DRILL STRAIGHT IN AND PULL OUT DO NOT TWIST OR WOBBLE BIT IN A HOLE 2 BITS CAN BE EXTREMELY HOT AFTER USE 3 BE SURE TO DRILL WITH MOTOR IN FORWARD DIRECTION REVERSE DIRECTION COULD EASILY BURN OR IGNITE WOOD 4 PULL BIT OUT OF DEEP HOLES TO REMOVE DEBRIS EXCESS CHIPS CAN CAUSE OVERHEATING 80 E FINISHING SANDER HALF SHEET SANDING FLAT SURFACES FOR FINISHING SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRACTED BY OR TALK TO OTHERS WHEN OPERATING TOOLS 1 HOLD WITH BOTH HANDS 2 THE WEIGHT OF THE SANDER IS SUFFICIENT LEANING ON TOOL IS BAD FOR MOTOR AND IS LESS EFFECTIVE 3 ABRASIVE PAPER SHOULD BE SECURE BEFORE USE F GRINDER THis IS A METAL WORKING TOOL FOR GRINDING AND SMOOTHING ROUGH EDGES SAFETY EYE PROTECTION IS REQUIRED BY LAW DO NOT BE DISTRAGTED BY OR TALK TO OTHERS WHEN OPERATING TOOLS 1 HOLD WITH BOTH HANDS THIS TOOL 18 EASY TO LOOSE CONTROL OF 2 LAY TOOL TRIGGER AND GRINDER SIDE UP 3 ALWAYS POSITION WHEEL GUARD B
28. Stationary Tool Safety A BAND SAW B BELT DISC SANDER COMPOUND MITER SAW DRILL PRESS JOINTER PANEL SAW PLANER SCROLL SAW SHAPER TABLE SAW WOOD LATHE RKETIAIMGG Hand Tool Safety w lt Ta7 moom gt BELT SANDER CIRCULAR SAW DETAIL SANDER DRILL FINISHING SANDER GRINDER JIG SAW OSCILLATING SPINDLE SANDER PALM SANDER PLATE JOINER PNEUMATIC GUNS RANDOM ORBITAL SANDER ROUTERS 61 62 WARNING Knowledge and understanding of rules and procedures are your responsibility Woodshop supervisor holds all rights to change and or modify at any time or for any specific situation All things are strictly enforced General WOODSHOP USE A COLLEGE OF ARCHITECTURE STUDENTS FAGULTY AND STAFF THE WOODSHOP IS OPEN FOR CLASS PROJECTS AND PERSONAL USES WOODSHOP ACCESS PRIVILEGES WILL BE EXTENDED AFTER THE COMPLETION OF 3 HOUR SAFETY COURSE STUDENT ID IS REQUIRED FOR ADMITTANCE EQUIPMENT ACCESS SAFETY GLEARANGE ALLOWS AGGESS TO ANY TOOL YOU ARE KNOWLEDGEABLE IN MISUSE OR ABUSE OF A TOOL WILL SUSPEND ITS AVAILABILITY B PROCEDURES A CHECK IN PRESENT STUDENT STAFF IDENTIFICATION CARD TO THE FRONT DESK ATTENDANT IN EXGHANGE FOR YOUR NECESSARY EYE PROTECTION INFORM PERSONNEL OF YOUR PROJECT TYPE AND AREA S YOU WILL BE WORKING IN ALL BAGS AND PERSONAL ITEMS MUST BE STORED AGAINST WALL IN FOYER BEFORE ENTERING THE SHOP AREA TOOL CHECK OUT TOOLS WIL
29. TH MOTOR RUNNING ONLY CERTAIN TYPES OF WOOD CAN BE MILLED GHECK WOOD WITH TRAINED PERSONNEL IF UNSURE CHECK FOR CLEARANCE AND BALANGE BEFORE BEGINNING TAILSTOCK SHOULD BE TIGHT TURNING TOOL SHOULD NOT INTERFERE WITH WORK DO NOT JAM TOOL INTO WORK ESPECIALLY DURING ROUGH TURNING DISENGAGE INDEX PIN BEFORE BEGINNING REFER TO CHART TO DETERMINE SPEED IV 77 HAND TOOL SAFETY 1 2 10 11 12 13 14 15 16 17 USE MACHINES ONLY INTENDED IF IN DOUBT ASK FOR ASSISTANCE AND OR REFER TO USER MANUAL YOU SHOULD BE INFORMED IN OPERATION AND SAFETY PROCEDURE IF YOU ARE NOT COMFORTABLE WITH A MAGHINE DO NOT USE IT ASK FOR ASSISTANCE FOCUS ON YOUR WORK LOOK LISTEN AND BE IN CONTROL OF WHAT YOU ARE DOING DO NOT BE DISTRACTED BY OR TALK TO OTHERS AND DO NOT DISTRACT OTHERS ALL SAFETY GUARDS AND DEVICES MUST BE IN PLAGE WHEN OPERATING TOOLS AVOID ACCIDENTAL STARTING WHEN YOU ARE NOT USING THE TOOL HOLD IT AWAY FROM THE START SWITCH TOOL SHOULD BE AT REST BEFORE REMOVING BYPRODUCT AND LAYING IT DOWN UNPLUG A TOOL THAT IS NOT BEING USED UNPLUG TOOL BEFORE GHANGING PARTS AND MAKING ADJUSTMENTS BE SURE THEY ARE SECURE BEFORE USE MAKE SURE SWITCH IS OFF WHEN PLUGGING INTO SOCKET RETURN ADJUSTABLE PARTS TO REST POSITION MACHINE SHOULD BE GLEAN AND CLEAR BEFORE DURING AND AFTER IT IS USED DO NOT USE FORGE THE TOOL SHOULD DO THE WORK IF IT DOES NOT PERFORM AS YOU EXPE
30. afety and Health Administration OSHA 1984c General Industry OSHA Safety and Health Standards 29 CFR 1910 Washington DC 47 APPENDIX A DESCRIPTIVE STATISTICS AND FREQUENCY TABLES FOR PRE TEST SCORES POST TEST SCORES AND DELTA Table 9 Descriptive Statistics em 3 7 74 74 11 1 7 4 25 9 3 7 11 1 18 5 3 7 100 0 1 2 2 3 2 7 1 3 5 1 N I Web Based Valid O BW N Table 11 Frequency Table Pre Test Scores 3 SS www BwWN ee tA WEN SRE WH Web Based N 48 Table 12 Frequency Table Post Test Scores Classroom Valid 1 1 1 1 2 4 2 1 3 5 2 2 1 1 N I Web Based Valid QA BP NPR Re N 49 50 APPENDIX B PRE TEST AND POST TEST QUESTIONNAIRES The solutions to the pre test and post test questions are in bold font also the five unique questions present in both the questionnaire s are in italics Pre Test Questionnaire Date Score Name Grad UGrad Section I Multiple Choice Questions 1 Whois responsible for cleaning up your work area a Woodshop supervisor b One of the student workers c Your mom d You 2 To whom do you report unsafe conditions in the woodshop Instructor or supervisor 911 A janitor Your friends in the shop ao gt 3
31. age the index pin T F The belt sander is used to sand many types of larger material including metal and plastic T F It s all right not to use a fence if you know what you are doing T F All types of wood can be milled on the wood lathe T F Putting more weight on the belt sander will make it sand your material better T F The oscillating spindle sander can also be used for removing excess material on your stock T F A blade should always be at full speed before beginning any type of cut T F It is okay to push another piece of wood through the table saw blade right after your first cut is complete T F As long as you are strong enough to hold your wood still you do not need to use any type of clamps on the drill press T F You should always check the jointer fence to make sure it is square before beginning your cut T F 54 Post Test Ouestionnaire Date Score Name Grad UGrad Training Method Used i Web Based Training ii Class Room Training Section I Multiple Choice Questions 1 What are the first things you do when you enter the shop a Sign in and talk to your friends b Sign in and get safety goggles c Sign in and eat food d Sign in and begin building 2 The most important aspect of a safe shop is a a Safe shop b Rule book c Clean shop d Emergency action plan 3 When do you turn a saw on a Just before you place the wood on the saw blade and begin to cut b When th
32. ailed 0 0541 is greater than 0 05 so the null hypotheses cannot be rejected however the null hypotheses can be rejected at 0 1 significance level that is with 90 confidence it can be concluded that the performance of graduate students was significantly improved by the Web based safety training The p value one tailed 0 1105 is greater than 0 05 so the null hypotheses cannot be rejected Hence the performance of undergraduate students did not significantly improve by the Web based safety training Here too with approximately 90 88 95 confidence it can be concluded that the performance of undergraduate students significantly improved by the Web based safety training Table 8 Mann Whitney Test to Determine Interaction ___ interacion UG mteraction Gma 31 4 6 Results of the Opinion Survey The ten statements in the opinion survey were so framed to elicit the opinions of the students on different aspects of the training method used The opinion survey consists of alternate negative and positive statements The participants could express there opinion by one of the four choices namely 1 Strongly agree 2 Agree 3 Disagree and 4 Strongly disagree In the following the opinions of the students on Web based and Classroom Based safety training methods are discussed with respect to each statement using clustered bar charts Statement 1 The presentation of the information in the training was very good Majority of the s
33. arning with multimedia according to Mayer 2001 are remembering Ability to reproduce or recognize presented material and understanding Ability to use presented material in novel situations Further he is of the opinion that active learning or meaningful learning depends on learner s cognitive activity in the mind rather than the physical or behavioral activity In Caldeira s 2001 research the subjects preferred the non linear and 10 interactive nature of presentation of information in the Web based Interface against the linear less dynamic systems by the participants He also believes that Information Interactivity must be kept in minimal levels in order to not interfere with the learning tasks In short the studies of Mayer 2001 and Caldeiro 2001 seem to indicate that effective learning is accomplished by less interactive yet efficient learning interface Hence it can be concluded that cognitive theory to learning rather than the behavioral theory to learning would be better suited in using to develop the safety training program with Web based multimedia 2 5 A Cognitive Theory of Multimedia Learning A cognitive theory of multimedia learning assumes that the human information processing system includes dual channels for visual pictorial and auditory verbal processing that each channel has limited capacity for processing and that active learning entails carrying out a coordinated set of cognitive processes during learning
34. ation in the Web based training program overwhelming but in all the attitude of students towards this method of training is more favorable as compared to that towards the traditional instructor led classroom based safety training 40 5 CONCLUSIONS This study aims to serve as a beacon for future research in the field of development of new innovative learning aids in imparting knowledge of safety This study is merely a step towards proving that Web based multimedia learning has great potential in the development of effective and efficient safety training programs Most of the accidents and deaths on the construction site and workshops occur due to the lack of proper knowledge of safety When knowledge of safety is effectively conveyed using proven methods of training these accidents and deaths can be avoided This study assesses the effectiveness of one such learning aid namely Web based multimedia in learning woodshop safety The learning aid developed will serve as a training program for the students and faculty of College of Architecture who would use the woodshop for their projects Langford Bldg B Texas A amp M University 5 1 Internal and External Validity of the Study The study done by Issa et al October 1999 clearly establishes that there is a causal relationship between the learning aid used and the knowledge of the student in the subject learnt using the learning aid Hence it is safe to assume that in this study there is a
35. based safety training presents information innovatively and creatively by combining various forms of multimedia such as power point presentations and audio visual movies on one platform Given the advantages of Internet and multimedia the Web based safety training is an excellent choice for use in the construction industry This study investigates the effectiveness of Web based multimedia for safety training and explores its viability for use in the construction industry This section presents the research methodology and instruments and a description of the statistical methods used to analyze the data 3 1 Research Methodology and Instruments A quasi experiment was used to measure the variables Pre test and post test questionnaires were used to test the research hypotheses The target population is the woodshop users and the study population is the students of construction management Dept of Construction Science TAMU The test subjects were not chosen at random they are students of construction management enrolled in the fall semester of 2004 in the COSC 664 Construction Safety Management and COSC 464 Construction Safety classes TAMU A total of fifty students participated in the study Both graduate and 16 undergraduate students participated in the study All the graduate students were International students who had no prior experience in the industrial arts First the students were given a pre test prior to the safety training The
36. causal relationship between the learning aid used self reading or online multimedia course and knowledge of woodshop safety The statistical analysis of the data also pointed to the same effect The variables and operational measures used in the study measure knowledge are specific to woodshop safety thus construct and content validity are ensured The allocation of learning aid to the students is randomized The response to the questions in both the pre test and post test can be either correct or incorrect since all 41 the questions are of the true false and multiple choice varieties Due to the nature of the questions there is no coding bias Researcher bias is expected to be minimal since randomization is used in almost every aspect of the study Further the analysis also proved the robustness of the test instrument Since the study design is of the kind of case study its external validity is limited That is to say the findings of the study cannot be generalized beyond the study population Students of College of Architecture TAMU However by drawing parallels from this study the concept of Web based multimedia learning training could be introduced to the field of safety training in the construction industry and further research may be carried out to prove its effectiveness in the industry 5 2 Reliability of the Study The reliability of the operational measures for the dependent variable is expected to be good Reliability of the op
37. century Ormrod 1995 Gestalt a German word meaning pattern or shape psychologists proposes looking for at the whole rather than its parts at patterns rather than isolated events Merriam and Caffarella 1991 Cognitivist s or Gestalts are of the opinion that The human mind is simply not a passive exchange terminal system where the stimuli arrive and the appropriate response leaves Rather the thinking person interprets sensations and gives meaning to the events that impinge upon his consciousness Grippin and Peters 1984 Finally the cognitive orientation to learning can be summed up in Hergenhahn and Olson s 2001 words as Learning to a Gestaltist is a cognitive phenomenon The organism come to see the solution after pondering the problem The learner thinks about all the ingredients necessary to solve a problem and puts them together cognitively first one way then another until the problem is solved When the solution comes it comes suddenly that is the organism gains insight into the solution of a problem The problem can exist only in two states 1 unsolved and 2 solved there is no state of partial solution in between 2 4 Safety Training and Theory of Learning Developing safety training methods using multimedia according to the learning theory would ensure that the students would understand and hence learn the theories and principles of woodshop safety thoroughly The two primary aspects of le
38. ctiveness of Multimedia Learning 11 2 7 Web Based Safety Training 13 ER 14 RESEARCH METHOD RENEE 15 3 1 Research Methodology and Instruments 15 3 2 Experimental Setting Jardar A HER 18 3 3 Description of the Web Based and Classroom Safety Training Methods 18 3 4 Data A n3alysIS ras 20 3 5 Assumptions and Limitations 20 vil Page 4 RESULTS OF THE STUDY 22 4 1 Tests for Normality of the Data 22 4 2 Robustness of Test Instrument 25 4 3 Impact of Training on Students Knowledge of Safety 26 4 4 Comparison between the Web Based and Classroom Based Training 27 4 5 Interaction between the Level of Education and Training Methods 28 4 6 Results of the Opinion Survey 31 47 Summary of Results sanse 39 S CONCLUSION S Nr 40 5 1 Internal and External Validity of the Study 40 5 2 Reliability of the Study 41 5 3 Suggestions for Further Research 42 REFERENCES cease
39. d many types of larger material including metal and plastic T F The oscillating spindle sander can also be used for removing excess material on your stock T F Only serious injuries need to be reported T F You should push down as hard as you can on all of the sanders to gain a more desired finish T F The more fences you can use the more secure your wood will be T F If boards are the same size it is okay to stack them and run them through the planer T F Before beginning to use the wood lathe you should disengage the index pin T F A drill can be turned around and used as a hammer T F The table saw should be used only for stock that is less than 4 feet long T F Kickbacks are only a problem if the stock or material actually hits someone T F All types of wood can be milled on the wood lathe T F The jointer is used to make joints T F The planer is used to clear your stock of imperfections such as knots and protrusions T F 58 APPENDIX C OPINION SURVEY Opinion survey questionnaire for the research study Evaluation of Web Based Safety Training against the Instructor Led Classroom Training Method Training method used 1 Web Based 2 Classroom Teaching Q1 The presentation of the information in the training was very good 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Disagree Q2 I found the information presented to be overwhelming and confusing 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly D
40. dents can best learn safety by site visits or demonstrations but the conventional learning methods classroom based training cannot replace the benefits to be gained by the site visits This is because the site visits may not be possible due to the constraints of cost safety availability of and access to a variety of suitable construction sites and time Bouchlaghem et al 1999 There is a need for the development of innovative safety training methods which are more efficient and effective learning tools as compared to the training by lecture especially in cases when the lecture cannot be supplemented by demonstrations One of the ways effective safety training can be conducted is by using Web based multimedia which can mitigate the problem of availability of live demonstrations with the help of online video clips 2 3 Theory of Learning The understanding of the learning process is very important in designing and developing a training program Learning may be defined as a relatively permanent change in behavior or in behavioral potentiality that results from experience and cannot be attributed to temporary body states such as those induced by illness fatigue or drugs Hergenhahn and Olson 2001 According to Merriam and Caffarella 1991 behaviorist cognitive humanist social and constructivist learning are the five basic orientations towards the learning theories Of the above five orientations towards learning theory Mayer
41. e almost same for both training methods see Fig 7 however the percentage of disagreement in case of Web based training is stronger than its counterpart The percentage of agreement in both training methods is almost equal METHOD 30 qassrom L Web Based 20 7 Percent 10 0 2 3 Figure 6 Statement 3 34 METHOD Ill Cassrom 15 Web Based 10 Percent 5 0 1 2 Figure 7 Statement 4 Statement 5 The manner of presentation of information was captivating and stimulating Majority of the students are in disagreement with this statement see Fig 8 that is they felt the information presented was not captivating and more so in case in case of classroom based than Web based safety training since the percentage of disagreement is more in the former than the latter Statement 6 The use of multimedia for the presentation of information was inadequate Majority of the students are in disagreement with this statement in case of Web based safety training see Fig 9 however as expected the students felt there was inadequate use of multimedia in the classroom based training 30 7 20 Percent 10 7 0 H 2 3 Figure 8 Statement 5 40 30 20 Percent 10 2 3 Figure 9 Statement 6 35 METHOD Il qassrom C Web Based Bars show percents METHOD m Qassroam C Web Based 36
42. e rejected Thus there is no significant improvement in the knowledge of safety in graduate students when classroom based safety training is used 3 The p value one tailed 0 003 is less than 0 05 hence reject null hypotheses Thus there is significant improvement in the knowledge of safety in undergraduate students when Web based safety training is used 4 The p value one tailed 0 000 is less than 0 05 hence reject null hypotheses i e there is significant improvement in the knowledge of safety in undergraduate students when classroom based safety training is used Table 7 Wilcoxon Signed Ranks Test Education Level Training Method Z Value p value 2 tailed p value 1 talied Web Based 2 116 0 017 Classroom Based 0 246 Web Based 2 726 0 003 Undergraduate Classroom Based 3 246 0 000 In order to find out which training method was relatively more effective in the improvement of knowledge of graduate and undergraduate students the Mann Whitney two Independent sample test may be used Following is the hypotheses test which is used to find out if the Web based safety training was more effective in improving the knowledge of safety among graduate and undergraduate students Ho HWeb Delta lt Uclass Delta Hi HWeb Delta gt MClass Delta 30 All the results are conveyed at 95 confidence level that is significance level a 0 05 From Table 8 the following conclusions can be made 1 The p value one t
43. e wood is on the saw blade c Five minutes before you plan to cut to let the saw warm up d When you re ready 4 What adjustment should be made to the drill press when using a larger drill bit a Usea slower speed b Use a faster speed c No adjustment should be made d None of the above 5 How do you decide the speed of the wood lathe a Ask your friend b Refer to the chart c Guess d Test different speeds 55 6 Which sander is used to sand in corners and tight places a Detail sander b Half size sander c Mouse sander d Spindle sander 7 Why is it not necessary to move the blade guard by hand on a circular saw a It does not move b You need a special tool to move it c Itis designed to self retract on its own d Your hand will fall off 8 Power for pneumatic guns is found in a Power outlets b Battery power c Air hoses d Generators 9 Cleaning your work area means a Sweeping up any mess you made b Throwing away sawdust c Cleaning all tools and machinery you used d All of the above 10 When cutting long curves on the scroll saw you should a Do it quickly b Make relief cuts c Do it slowly d Back out halfway through the cut and start from the other side to finish the cut 11 On the drill press large drill bits should be used at speeds and small drill bits should be used at speeds a Slower faster b Faster slower c Slower slower d Faster fas
44. ed to teach recognition or discrimination of applicable visual stimuli and audio stimuli e Psychomotor objectives An excellent tool to recreate real world conditions e Affective objectives Interactive multimedia is very useful in the affective domain The strength of detailed portrayal of situations and interactive participation of the learner increases its usefulness for affective domain objectives According to Columbia University of Art and Science there are four most widely recognized categories of learners visual learners auditory learners tactile learners and kinesthetic learners Students usually employ two or more ways of learning Web based multimedia aims bring in more of visual and auditory learning into the safety training programs there by catering to both the visual and auditory learners 2 2 Safety and Safety Training According to Occupational Safety and Health Regulations for Construction 29 CFR 1926 Sub Part C Safety Training and Education the employer is required to provide safety training to his employees 1926 21 b 2 states The employer shall instruct each employee in the recognition and avoidance of unsafe conditions and the regulations applicable to his work environment to control or eliminate any hazards or other exposure to illness or injury OSHA 2001 The machines used in woodshop can prove to be dangerous to the workers if they are not properly trained in using the tools and machinery
45. erational measure due to the lag of time between the training and testing is unaffected since the test was administered immediately after the learning aid was used Since there is no relationship between place of test and knowledge of the student reliability over the place where the test is conducted is good Operational measures would be unaffected as to who administers and corrects the test papers because the response to the questions can be either correct or incorrect since all the questions are of the true false and multiple choice varieties Hence reliability in relation to the person who administers and corrects the test would also be high Since reliability over all the dimensions time place person and method is high the overall reliability will also be high 42 5 3 Suggestions for Further Research This study was not intended to be a large random sample experiment The primary goal behind the method of data collection was to obtain insight about the effectiveness of self paced Web based multimedia as a technology for safety training The conclusions that have been presented offer a number of opportunities for further research Future research should be conducted in the commercial environment rather than the academic environment in which this study was conducted An inquiry into the injuries and fatalities after the completion of the safety training would yield useful data which can be analyzed to find out the long term effectivene
46. ers very distinct advantages over traditional instructor led 12 classroom learning Both high school and college students exhibited superior retention rates when learning from multimedia based materials Beckham 1969 in his dissertation compared self paced instruction against traditional lecture demonstration instruction using male undergraduate students The multimedia used was video tape The results of his study can summed up as 1 the self paced program of instruction was significantly more effective than was the traditional method of teaching of safety in using machine tools in the wood laboratory 2 safety practices in operating woodworking machines may adequately be taught by either method of instruction 3 when self paced materials were utilized the instructor was freed for a significant length of time to devote more personal attention to individual students Beckham 1969 Kassay 1970 in his dissertation evaluated the self instructional system in teaching students safe and efficient method of operating woodworking machinery The multimedia used was loop film According to Kassay 1970 The findings support the feasibility of having learners teach themselves through the use of total self instructional system how to safely and skillfully operate a potentially dangerous complex system Based on the above discussion it can be safely concluded that multimedia based self instructional safety training method w
47. estions the survey was taken by the students of both test groups The survey questions were designed to measure the level of satisfaction among the students towards the 18 training methods See Appendix C for the opinion survey The students took approximately five minutes of time to complete the opinion survey 3 2 Experimental Setting The experiment was conducted on Monday the 20 of September 2004 from 5 30pm to 7 00pm at Langford buildings A and C Texas A amp M University The pre test was administered to all the students in the same class room C105 students selected for the instructor led class room training stayed in the same room for the training the post test and the opinion survey The students selected for the Web based safety training took the training in the computer lab A105 where they also answered the post test and the opinion survey 3 3 Description of the Web Based and Classroom Safety Training Methods The style and content of presentation for both the training methods was approved by Dr Nancy L Holland Associate Professor Department of Construction Science Texas A amp M University and Mr Charles F Tedrick Supervisor of Woodshop College of Architecture Texas A amp M University The material contained in both Web based safety training and instructor led classroom safety training was the same The material contained in both the training methods was developed using the woodshop safety manual presented
48. fety and health regulations for construction in accordance to 1926 29 CFR federal code of regulations and 1910 29 CFR for general industry The safety and health regulations are enforced to ensure safety on the construction site or workshop Learning safety is the first step towards becoming safety conscious In order that the principles of construction safety are thoroughly learned appropriate teaching tools and techniques must be used New ways are being sort to incorporate the emerging technologies into education McFarland 1996 These new learning methods must be explored and investigated to find out if they are more effective than the conventional ones The importance of safety in the workplace cannot be stressed enough whether it is a large construction site or a small woodshop Any negligence towards the safety in a construction site or workshop can result in serious injury or death Each and everyone involved in the construction site or workshop must be safety conscious Safety is pivotal to all the members who are involved directly or indirectly in the construction or general industry Fatal injuries or death on a construction site or workshop can have devastating effect on the project besides the pain incurred to the victim and his family This research explores the impact of Web based multimedia as one of the innovative safety training This thesis follows the style of Journal of Computing in Civil Engineering methods on learning The pr
49. for analysis to draw meaningful conclusions The Mann Whitney test for two independent samples was used to compare the means of SimDelta and DiffDelta The null and alternate hypotheses for the test are as follows Ho Hsimpetta MDiffDelta Hi UsimDelta Z MDiffDelta The p value for the hypotheses test is 0 920 see Table 4 which is greater than the level of significance a 0 05 hence null hypotheses cannot be rejected Thus with 95 confidence it can be inferred that the proportional mean difference between the scores in unique DiffDelta and non unique SimDelta questions is equal Thus the test instrument used is robust 26 Table 4 Mann Whitney Test to Compare Means of Proportional SimDelta and DiffDelta Mann Whitney U 1235 500 2510 500 p value two tailed 4 3 Impact of Training on Students Knowledge of Safety The first question to be answered before proceeding any further in analyzing the data is whether training both Web based and Classroom Based safety training had any impact on student s knowledge of safety or not This question can be answered by comparing the mean scores of the pre test and post test If the post test score is found to be significantly greater than the pre test score then conclude that the student s knowledge of safety was significantly improved The null and alternate hypotheses for the test are as follows Ho Hpost test lt pre test Hi Hpost test gt pre test The p val
50. hich is developed according to cognitive orientation towards learning theory would be much more effective than the traditional instructor led classroom training 13 2 7 Web Based Safety Training One of the greatest inventions in the twenty first century is the development of the Internet Information on the Internet can be accessed at any time and any place Information can be presented innovatively and creatively by combining various forms of multimedia such as power point presentations and audio visual movies on one platform The above two advantages combined together make the Internet a very powerful education tool According to Piaget every student has a different level of functioning of cognitive structure In order that every student attains intellectual growth education must be individualized Hergenhahn and Olson 2001 It is impossible for an instructor in a class of 25 30 students to individualize teaching for every student Web based safety training provides information in modules students can design their own curriculum or individualize the training to fit to their requirements Web based safety training is one of the innovative self paced safety training methods that can offer distinctive advantages over the traditional instructor led classroom safety training By providing immediate feedback personal attention exciting visual displays and gamelike atmosphere CBI can motivate students to learn in ways traditional instructio
51. ility of answering the non unique questions To rectify this inequality of the probabilities the values of the SimDelta difference between non unique questions and DiffDelta difference between the unique questions are converted to proportions that is the values of SimDelta were divided by five and the values of DiffDelta were divided by twenty five The descriptive statistics for Delta and Proportional Delta PropDelta the values of proportional SimDelta and DiffDelta taken together are shown in Tables 2 The tests for normality were conducted using both Shapiro Wilk and Kolmogorov Smirnov tests The null and alternate hypotheses for Shapiro Wilk and Kolmogorov Smirnov tests are as follows Ho Data is normally distributed Hi Data is not normally distributed 23 Ho The data follow a specified distribution Hi The data do not follow the specified distribution The p values for the Shapiro Wilk and Kolmogorov Smirnov tests are 0 015 and 0 002 respectively as presented in Table 3 Tests for Normality of Delta both of these values are less than the significance level a 0 05 Hence reject null hypotheses and conclude with a 95 confidence level that the data for Delta is not normally distributed The p values for the Shapiro Wilk and Kolmogorov Smirnov tests are 0 000 and 0 000 respectively as presented in Table 3 Tests for Normality of PropDelta both of these values are less than the significance level a 0 05 Hence reject null h
52. inciples of safety and their application in the work site are more practical rather than theoretical in nature Hence understanding of safety requires practical and interactive learning environment Web based multimedia is an interactive learning aid which may be used for effective and efficient safety training This study aims to prove that Web based safety training is an effective tool for teaching safety as compared to the traditional instructor led classroom training 1 1 Purpose of Study The purpose of the study is to assess the effectiveness of Web based multimedia as a learning aid for the students of construction management Department of Construction Science Texas A amp M University against the traditional classroom based instruction during the fall semester of 2004 in understanding the basics of woodshop safety 1 2 Objectives and Scope of the Research The primary objective of this research is to evaluate the effectiveness of Web based safety training against the traditional classroom based training in learning safety Following are the key research objectives 1 To develop a Web based woodshop safety training program for the students faculty of College of Architecture Texas A amp M University or TAMU 2 To test the knowledge of woodshop safety of the test subjects before and after a learning aid is used Web based or Classroom Based Training 3 To analyze the above test results to conclude if knowledge of woodshop safe
53. ing sought to incorporate the emerging technologies in teaching McFarland 1996 According to McFarland these emerging technologies are the various forms of multimedia Oxford dictionary defines multimedia as information presented in more than one format such as text audio video graphics and images Inventions such as the computers World Wide Web and film making have greatly contributed to the cause of multimedia based learning Multimedia has revolutionized the way information is presented to achieve maximum amount of learning and retention among students Multimedia resources are increasingly embraced in elementary and secondary education In that sector both the range of products and applications for the technology is expanding rapidly By contrast higher education has not demonstrated equal enthusiasm for multimedia but this does not necessarily mean that multimedia has little to offer McFarland 1996 New ways are being sort to incorporate the emerging technologies into higher education One such technology is Web based multimedia It s a well known fact that a picture or visual can convey so much more effectively than written text in a short span of time This advantage along with the interactive nature of Internet makes Web based multimedia an ideal tool for educational purposes Reynolds and Anderson 1992 describe the relevance of multimedia to the three objectives of learning as following e Cognitive objectives Us
54. isagree Q3 The information was presented in a systematic and well defined format 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Disagree Q4 During the training I felt bored and sleepy 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Disagree Q5 The manner of presentation of information was captivating and stimulating 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Disagree 59 Q6 The use of multimedia for the presentation of information was inadequate 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Disagree Q7 My knowledge on woodshop safety was significantly Increased due to the training 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Disagree Q8 I believe safety training is not really necessary for the proper use of equipment in the Woodshop 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Disagree Q9 In all the training method was very effective in conveying information on woodshop safety 1 Strongly Agree 3 Agree 4 Disagree 5 Strongly Disagree Q10 The material and presentation method for the training should be significantly improved 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Disagree 60 APPENDIX D SAFETY MANUAL OF WOODSHOP COLLEGE OF ARCHITECTURE TEXAS A amp M UNIVERSITY W College of Architecture General A WOODSHOP USE B PROCEDURES C SAFETY D EMERGENCY Facilities A WOODSHOP B GLUE PREP ROOM C PAINT FINISHING BOOTH
55. lassroom safety training consisted of two parts First the students were taught the course material by a woodshop instructor on woodshop safety and then the students were each given a hard copy of the safety manual see Appendix D to read the material covered in the lecture 20 3 4 Data Analysis The values of delta Post test score Pre test score pre test post test experiment are not normally distributed and non parametric statistics were used to analyze the data to illustrate the differences in the difference of test scores between the test groups Web based and Classroom based Descriptive statistics were used to analyze the data obtained from the opinion survey to illustrate the differences in participants satisfaction towards the method of safety training used Analysis of the proportional mean difference of non unique questions and unique questions was conducted to determine the robustness of the test instrument pre test and post test questionnaire The analysis also compared results of this study to similar research studies from the literature Issa et al 1999 Kassay 1970 Beckham 1969 Apart from measuring the effectiveness of Web based safety training over the traditional instructor led classroom training the Interaction between the method of training used and the level of education of the students was also observed The response s for every question in the opinion survey was compared for both test groups to determine the
56. n may not There is considerable evidence that students learn from CBI than from traditional instruction and they do so in shorter period of time Herganhahn and Olson 2001 The advantages it can offer can be summed in the following 1 Superior learning and retention 2 Flexibility in the choice of time and place of training 14 3 Self paced Instruction allows students to learn at there own pace 2 8 Conclusion Sufficient research has been done to conclusively prove that multimedia based self instructional methods of learning are very powerful tools for learning safety However research in proving Web based safety training to be an effective learning aid as opposed to the traditional instructor led classroom learning is still to be forthcoming The potential for using the Internet in combination with multimedia for teaching and learning is great the academic world is only beginning to understand and use the advantages it can offer Thus Web based multimedia as an effective self paced instructional method in learning safety needs to be explored 15 3 RESEARCH METHOD Extensive research has been conducted on the effects of multimedia on learning and retention in the past decade The use of multimedia as a learning aid need not be confined only to the academic environment it can be used for training in the construction industry Safety training in the construction industry is one of the areas where multimedia can be used Web
57. oject or when there is time can build your own personal creation We have the equipment to work witl wood metal glass and most types o Start the Woodshop Safety Training byh Rglitay thu START COURSE button Tie SAFETY MANUAL has a list of tools and basic procedures you will lear in Safety Training Click TAKE TEST to take online safety test after finishing the safety training Use LINKS to locate tools and materials Woodshop Supervisor C Tedrick 979 845 3926 Email c tedrick tamu cdu Web Master Sui Telekepnlli Email ieamS yyboo com Figure 14 Screenshot of Home Page 85 SAFETY TRAINING gt The woodshop safely training consists of two parts Following ane the topies dealt in the Part I ot the woodshop safety training click on the radio button to start the topic General Personal Safety f Shop and Joh Site Safety B Stationury Power Toul Safety Portable Power Tool Safety f you wish to view all the slides together click the Part I Training button The Part II raining consists of viewing the safety demonstration video click the Part II Training button to view the video Bii rarr n TRAINING Figure 16 Screenshot of Video Clip Showing PPE 86 Figure 17 Screenshot of Video Clip Showing Compound Miter Saw ND HAS BEEN REMOVED E YOUR AFETY DON T I TAMPER i wITE Figure 18 Screenshot of Video Clip Showing Band Saw 87 Name
58. safely Workers operating the woodworking equipment suffer the following common injuries laceration amputation severed fingers and blindness Wood dust and the chemicals used for finishing products are health hazards to wood workers and may cause skin and respiratory diseases OSHA 1999 Hence it is very important that the workers are trained in the correct and safe use of woodworking machinery Woodshop safety training can be divided into two parts namely Initial Training and Hands on Training Following are the definitions for Initial Training and Hands on Training according to OSHA 29 CFR 1910 120 Appendix E Training Curriculum Guidelines e Initial Training Training required prior to beginning work e Hands on Training Training in a simulated work environment that permits each student to have experience performing tasks making decisions or using equipment appropriate to the job assignment for which the training 1s being conducted OSHA 2001 Students can learn Hands on Training only by working with woodshop machinery under the supervision of a trained instructor Typically Initial Woodshop safety training is taught by lecture A lecture is an interactive discourse with a class lead by an instructor it is typically an oral presentation with little or no use of multimedia A lecture sometimes might include a demonstration A demonstration involves the showing by actual use of equipment or procedures OSHA 2001 Stu
59. ss of the self paced safety training program 43 REFERENCES Beckham W J 1969 An Experimental Comparison of Self Paced Instructional Materials versus the Traditional Method in Teaching Woodshop Safety PhD dissertation East Texas State University Commerce Bouchlaghem D Beachman N and Sher W 1999 July Multimedia and Visualization for the Support of Teaching and Learning Using Distributed Performance Support Systems Active Learning in Higher Education 10 180 192 Caldeiro Z P 2001 October Impact on Learning and Satisfaction of Web based Learning Systems A Comparison of Linear vs Hypermedia Presentations Proceedings of the Human Factors and Ergonomics Society MN 2 1235 1239 Dede C 1996 Emerging technologies and distributed learning American Journal of Distance Education 10 2 4 36 Dede C Ed 1998 Learning with Technology ASCD Yearbook 1998 Association for Supervision and Curriculum Development Alexandria VA Dede C 1999 The Role of Emerging Technologies for Knowledge Mobilization Dissemination and Use in Education U S Department of Education Washington DC Grippin P and Peters S 1984 Learning Theory and Learning Outcomes University Press of America Lanham MD Harris J 1998 Design tools for the Internet supported classroom Association for Supervision and Curriculum Development Alexandria VA 44 Hergenhahn R B and Olson H M 200
60. st for the above one tailed test the p value would be 0 028 0 056 2 which is lesser than the level of significance a 0 05 hence reject the null hypotheses Therefore with 95 confidence it can be concluded that the mean Delta for Web based training is 28 greater than that of the classroom based training Hence the Web based safety training Is more effective than the traditional instructor led classroom based safety training method Table 6 Mann Whitney Test to Compare Deltas of Web based and Classroom Based Safety Training Mann Whitney U p value two tailed 4 6 Interaction between the Level of Education and Training Methods A comparison of pre test and post test scores with the help of Wilcoxon Signed Ranks test the interaction between the level of education Graduate or Undergraduate and the training method used can be determined The null and alternate hypotheses for the test are as follows Ho BH Post Score lt Score Hi BH Post Score gt HA Pre Score All the results are conveyed at a 95 confidence level i e significance level a 0 05 and from Table 7 the following conclusions can be made 1 The p value one tailed 0 017 is less than 0 05 hence reject null hypotheses Thus there is significant improvement in the knowledge of safety in graduate students when Web based safety training is used 29 2 The p value one tailed 0 246 is greater than 0 05 hence the null hypotheses cannot b
61. students were then randomly allocated to a training program The detailed composition of the both groups is shown in Table 1 Both the Web Based safety training and instructor led classroom training were conducted for approximately a period of forty five minutes Post test was administered immediately after the completion of the training The students took approximately fifteen minutes of time to answer both the pre test and post test questionnaires Finally all the students answered an opinion survey at the end of the experiment No time limit was imposed on students in answering the questionnaires or on the duration of training program Table 1 Composition of the Test Groups No of Under Grad Test Groups No Grad Students Students Test Group Size Web Based Safety Training Classroom Safety Training Both the pre test and post test consisted of thirty questions and these questions were spilt in two sections namely Section I consisted of multiple choice questions and Section II consisted of true or false questions See Appendix B for pre test post test questions and answers pool of fifty five questions was created From this pool of fifty 17 five questions twenty five questions were allocated randomly to pre test and post test For each of the twenty five questions in the pre test there was one question in the post test which pertained to the same topic but different from its counterpart in the pre test these questions
62. ter 12 The Planer is used to a Straighten out and bows or warps in your wood b Change the outer texture of your wood c Plane your wood to a desired thickness smoothly d Compress wood pieces together 56 13 When starting a cut with the miter saw you should start with the blade a Touching the wood where you wish to cut b Up and away from the wood until the blade reaches full speed c Pushed firmly onto the wood where you want to cut d None of the above 14 The panel saw is used for a Ripping and cross cutting metal b Ripping and cross cutting large sheets of stock c Ripping and cross cutting small projects d None of the above 15 When using a drill you should a Push straight in and pull straight out b Push in and twist and wobble bit as you pull it in and out of the drill hole repeatedly c Drill in reverse direction to cool down motor d Push straight in and drill until all the wood chips are ground into sawdust 16 When loading or adjusting a pneumatic gun never a Disconnect the air hose b Connect the air hose c Point away from other people or yourself d None of the above 17 A circular saw is used for a Cutting details into stock b Ripping and cross cutting stock c Smoothing edges on stock d None of the above 18 19 20 21 22 23 24 25 26 28 29 30 57 Section II True False The belt sander is used to san
63. teractive Multimedia In Selecting and Developing Media for Instruction Van Nostrand Reinhold NY Occupational Safety and Health Administration OSHA 1981 A Guide for Protecting Workers from Woodworking Hazards 3757 Washington D C Occupational Safety and Health Administration OSHA 2001 OSHA Standards for the Construction Industry 29 CFR part 1926 CCH Inc Chicago IL Supplemental Sources Consulted American Psychological Association 2001 Publication Manual of the American Psychological Association 5 Ed Author Collins J 1997 Teaching and Learning with Multimedia Rutledge London Laurie R M 1997 August Evaluating the Use of 3 D Visualization in Teaching Molecular Structure Master s thesis Visualization Sciences Texas A amp M University College Station Leedy P D 1993 Practical Research Planning and Design 5 Ed Macmillan Publishing Co Englewood Cliffs NJ Longnecker M and Ott L 2001 An Introduction to Statistical Methods and Data Analysis 5 Ed Duxbury CA 46 Loyd L 2000 Teaching with Technology Rethinking Tradition Information Today Medford NJ Lynn M M 1994 Cognitive Effects of Multimedia in Computer Based Training Master s thesis Computer Science Texas A amp M University College Station Shute V J 1993 4 Comparison of Learning Environments Computers As Cognitive Tools Lawrence Erlbaum Assoc Mahwah NJ Occupational S
64. the Internet in combination with multimedia for teaching and learning is great we are only beginning to understand and use the advantages it can offer Web Based safety training is an innovative self paced learning aid which provides distinctive advantages over the traditional instructor led classroom training This study provides an in depth evaluation of Web based safety training against instructor led classroom training The Web based safety training uses multimedia such as power point slides with text images and video clips This study is designed as an experiment to determine the relative improvement in knowledge of woodshop safety when Web based safety training is used against instructor led classroom training An opinion survey is conducted to determine participant s attitude towards the training methods This thesis is dedicated to my family whose love compassion and support made it possible for me to achieve this goal ACKNOWLEDGEMENTS It is with great appreciation that I acknowledge the contribution of committee members family and friends in assisting me to achieve this goal Without their help and support I could not have accomplished the task First I would like to thank my committee chair Dr Nancy L Holland who provided guidance support and encouragement at the time of my need My thanks also go to Mr Charles Tedrick whose cooperation and help made the development of the Web based safety training program possible
65. tudents are in agreement with this statement see Fig 4 that is they felt the information presented in both the training methods was very good The percentage of agreement in case of Web based safety training is slightly more than that for classroom based safety training Statement 2 I found the information presented to be overwhelming and confusing Majority of the students are in disagreement with this statement see Fig 5 The students did not feel the information presented to be overwhelming and confusing The percentage of disagreement in case of Web based safety training is slightly less than that for classroom based safety training indicating that the information presented in the former was somewhat overwhelming than the latter 2 3 Figure 4 Statement 1 40 30 205 5 20 0 10 1 30 7 20 7 c 2 o 6 10 7 op 2 3 Figure 5 Statement 2 32 METHOD m Qassroan C Web Based 33 Statement 3 The information was presented in a systematic and well defined format Majority of the students are in agreement with this statement see Fig 6 The students felt the Information was presented in a systematic and well defined manner more so in case in case of Web based safety training since the percentage of agreement Is more than its counterpart Statement 4 During the training I felt bored and sleepy The percentages of agreement and disagreement ar
66. ty is significantly increased when Web based multimedia learning aids are used in comparison to classroom based instruction 4 To contribute towards the development of effective training methods for learning safety and as a consequence reduce the fatalities or injuries in the worksite which usually occur because of the lack of knowledge of safety 1 3 Significance of the Research The Web based safety training program developed for the purpose of experimentation in this study will be used in the safety training of students faculty of College of Architecture TAMU who wish to use the woodshop Langford Bldg B Texas A amp M University for their projects Knowledge of safety is pivotal in avoiding accidents in the construction site or the workshop When effective learning methods are used the knowledge of the learner will be significantly improved The results of this research will contribute to the development and wide spread usage of innovative safety training programs Since Web based safety training is a cost effective and flexible medium of training the companies in the construction industry by using Web based safety training programs as compared to the instructor led safety training programs can save a lot of money 2 REVIEW OF LITERATURE 2 1 Introduction Innovations are being sought for teaching and learning in the 21 century classrooms The 21 century has seen development of some great breakthroughs in technology New ways are be
67. ue for the hypotheses test is 0 001 see Table 5 this p value is for the two tailed test for the above one tailed test the p value would be 0 0005 0 001 2 which is lesser than the level of significance a 0 05 hence reject the null hypotheses Thus at 95 confidence level it can be concluded that the mean of post test scores is greater than 27 pre test scores Hence the student s knowledge of safety was significantly improved by both the training methods Table 5 Mann Whitney Test to Compare Mean Scores of Pre and Post Tests Pre Post Test Mann Whitney U 782 000 Wilcoxon W 2057 000 p value two tailed 4 4 Comparison between the Web Based and Classroom Based Safety Training Both the training methods contributed towards improvement in student s knowledge of woodshop safety but still the question which training method was more effective remains By the analysis of the Delta s of Web based and class based safety training methods it can be determined which training method is more effective If the Delta of Web based safety training is found to be significantly greater than the classroom based safety training then it can be concluded that the former is more effective than the latter as a safety training method The null and alternate hypotheses for the test are as follows Ho lt Hi Uweb gt The p value for the hypotheses test is 0 056 see Table 6 this p value 15 for the two tailed te
68. your arm c 6 long d 3 long 13 The Oscillating Spindle sander is used to sand a Flat surfaces b Rounded edges c 90 degree angles d Upside down 14 On the panel saw you should always a Let go of the saw as soon as you are done cutting and let it spring back into place b Push both sides of the stock you have just cut away from the blade after the cut is completed to avoid a possible kickback c Stop the saw while touching the wood d Start the saw while touching the wood 15 You should only plane off inches at a time on the planer a 1 8 1 20 0 1 16 16 Too much friction during a cut or while drilling a hole can a Cause the wood to spontaneously combust b Cause the wood to burn and ruin the machinery or tool c Cause the wood to cut faster and more efficiently d Cause the machine to shut down 17 The random orbital sander differs from the other sanders in that it a Is larger b Is harder to control c Produces more severe abrasions d All of the above 18 19 20 21 22 23 24 25 26 27 28 29 30 53 Section II True False You should push down as hard as you can on all of the sanders to gain a more desired finish T F You only need eye protection when you are using a machine T F If you get in a bind while cutting on the band saw simply back out of the cut T F Before beginning to use the wood lathe you should diseng
69. ypotheses and conclude with a 95 confidence level that the data for proportional Delta is not normally distributed The detrended normal Q Q plots see Figures 2 and 3 also indicate the same results as above Table 2 Descriptive Statistics for Delta and PropDelta 2 887 0 19220 PropDelta 0 19220 Table 3 Tests of Normality for PropDelta and Delta Kolmogorov Smirnov a Statistic Shapiro Wilk Statistic PropDelta Dev from Normal 24 0 2 0 0 E 5 0 2 gt e a o 0 4 o 0 6 T T T T T T T 4 2 0 2 4 6 8 Observed Value Figure 2 Detrended Normal Q Q Plot of Delta 0 3 0 2 0 1 0 0 e 0 1 0 2 0 3 0 4 0 2 0 0 0 2 0 4 0 6 Observed Value Figure 3 Detrended Normal Q Q Plot of PropDelta 25 4 2 Robustness of Test Instrument It is important to have a robust test instrument to measure the variables in order to be able to draw meaningful inferences from the analysis of the data The test instrument should measure what it is supposed to measure accurately The test instruments used in this study are the pre test and post test questionnaires The robustness of the test instrument can be proved by comparing the mean difference between the scores in unique DiffDelta and non unique SimDelta questions If no significant difference between the means is found then it can be conclude that the test instrument is robust and the data it yields can be used

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