A comparative study of individually and group administered visual motor Gestalt test as related to academic achievement

The present study investigated the comparison of group and individually administered Visual Motor Gestalt Test. The primary purpose of this study was to administer the Visual Motor Gestalt Test as a group and individual test to first year first grade children and to determine if significant differences existed between the Visual Motor Gestalt Test results. A secondary purpose was to discern if first year first grade children identified as high achievers in spelling, reading, and/or arithmetic would demonstrate superior visual motor abilities, via the Visual Motor Gestalt Test to a greater extent than first year grade children identified as low achievers in spelling, reading, and/or arithmetic. The final purpose was to provide information about the group administered Visual Motor Gestalt Test and its relationship to achievement tests which could assist educators in determining children who needed psychodiagnostic evaluations. The raw data were subjected to analysis of variance. The one percent level of significance was used to evaluate the results. The results of this study indicated no significant difference between group and individually administered Visual Motor Gestalt Test as evidenced by Visual Motor Gestalt Test results for first year first grade children. The Visual Motor Gestalt Test results revealed that significant differences existed between identified high and low achievers on each level (spelling, reading, and/or arithmetic) . As was expected, the high achievers exhibited fewer errors on the Visual Motor Gestalt Test than the low achievers.