By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education,...
-
Upload
carmel-owen -
Category
Documents
-
view
217 -
download
2
Transcript of By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education,...
![Page 1: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/1.jpg)
By
Datol, Ignatius G.School of Vocational and Technical Education
Federal College of Education, Pankshin Plateau State, Nigeria
&
Simon M. YalamsSchool of Technical and Vocational Education
Faculty of Education and Liberal StudiesUniversity of Technology, Jamaica
Imperatives of Improvised Instructional Resource for Teaching and Learning of
Technical Drawing
![Page 2: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/2.jpg)
Introduction• T.D. being an engineering language
is one of the foundation course for training TVET students into the fields of Engineering and Technology
• One subject different names, forms & functions:
T.D, Engineering Architectural Drafting Graphic Communication Engineering Graphics
Graphics Arts CAD -2D or 3D Modeling and
Simulation 3D Printing and Assembly
• T.D. is taught using physical instructional resources to illustrate concepts
• There is dearth of imported high-tech instructional resources for teaching T.D. in most schools in developing economies such as Nigeria.
![Page 3: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/3.jpg)
Introduction cont’d.• There is a general apathy on the part of
teachers to initiate, improvise and use instructional materials (Ezegu 1989)
• Thus, T.D. is often poorly taught
• This results into continues decline in students’ performances in the subject at public schools and examinations
• Colleges of education are not spared in Nigeria
• Why should the teaching of T.D. continue
to suffer lack of instructional resources in the midst of vase available recyclable resources which could be harnessed and utilize to enhance learning of same?
• Why should T.D. teachers fold up their arms and continue to watch while students fail T.D. Exams at different levels such as:
SSCE NABTEB) NCE?
• What other means are there for improving teaching & learning and better still the performances of students in T.D.?
![Page 4: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/4.jpg)
Purpose
• Investigate the extent to which improvisation of instructional materials is carried out by teachers of T.D. in Colleges of Education in the Central Education zone of Plateau State
• Improvise some T.D. learning resources using available recyclable scrap materials
• Determine the efficacy of the improvised T.D. materials through assessing and comparing students’ performances
![Page 5: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/5.jpg)
Significance of the study
• Economic -Cost cutting on the part of the schools through recycling of used materials
• Environmental Sustainability- Boost waste management & keep the educational environment sustainable (Greening TVET)
• PBL in STEM concept emphasis engineering by design (EbD) which supports use of simple and affordable resources to solve problems-This serves as a model or reference point for teachers and students to learn from
![Page 6: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/6.jpg)
Research questions & Hypothesis
1. To what extent is improvisation of instructional materials carried out by teachers of Technical Drawing in Colleges of Education in the Central Education zone of Plateau State?
2. In what easy-to-follow steps could some Technical Drawing learning resources be improvised using available recyclable scrap materials?
HO:There is no significant difference in the mean performance of students taught with the improvised T.D. instructional materials and those taught without it?
![Page 7: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/7.jpg)
Delimitation of the study
• The study was delimited to the production and utilization of T.D. materials using available recyclable scrap materials such as wood and sheet metals only
• The items produced were delimited to materials for teaching the following concepts and topics only in the T.D. schools’ curriculum:
Isometric and orthographic drawing
Conic sections and development
![Page 8: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/8.jpg)
MethodologyResearch DesignThe design used was an R&D approach
Population Consisted of all first year NCE Tech. students in all the Colleges of
Education which were offering Technical Drawing as one of their foundation courses
Sample Consisted of 100 first year NCE Tech. students in two Colleges of
Education which were offering Technical Drawing as one of their foundation courses
45 Lecturers in the same COEs within the Central Education zone were also sampled and involved
Total population was 145
![Page 9: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/9.jpg)
Methodology cont’d.Sampling Techniques• The stratified random sampling technique was employed to sample
respondents from two of the schools out of the total COEs within the study area.
• In one of these two schools, an intact class of 20 students served as experimental group and the other as the control group respectively.
Data Collection• A structured questionnaire utilizing the Likert-type response scale
was used to collect information for the respondents on the extent to which improvisation is carried out in the Colleges.
• A three point rating scale using: adequately improvised (AI) = 2, improvised (I) = 1 and not improvised (NI) = 0 was used.
![Page 10: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/10.jpg)
Methodology cont’d.
Validity of the Instrument• Two experts each from two higher education institutions from
Bauchi and Kaduna States all in the area of TVET were involved in face validation of the instrument. These experts made their comments and observation, which were incorporated in the final draft of the instrument
Reliability of the Instrument• The instrument was pilot tested on 20 newly admitted NCE
(Technical) students. The Kuda Richardson formula (KR-21) was used to determine the reliability of the instrument.
![Page 11: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/11.jpg)
Junk materials used for the improvisation
![Page 12: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/12.jpg)
Some of the improvised materials
![Page 13: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/13.jpg)
Some of the improvised materials cont’d.
![Page 14: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/14.jpg)
Teaching students without the instructional resources
![Page 15: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/15.jpg)
Teaching students without the instructional resources
![Page 16: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/16.jpg)
Teaching Exp. group with the constructed resources
![Page 17: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/17.jpg)
Teaching Exp. Group with the constructed resources
![Page 18: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/18.jpg)
Extent of improvisation of T.D. instructional materials in
COEs in Plateau State
Instructional Materials Mean Remarks
Drawing boardTee squareSet square Pair of dividersFrench curveCompassChartsModels of conic sectionsModels of polygonsModels of prismsModels of cylindersModels of conesModels of buildingsModels of sectional objectsModels of objects for orthographic/isometric drawingsElliptical shapes
1.191.150.970.750.670.560.540.460.200.230.750.210.800.600.510.10
Items not improvised to a large extent in the schools
![Page 19: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/19.jpg)
Steps in improvising T.D. resources from recyclable materials
1. Select appropriate topic
2. Set lesson objectives
3. Based on the topic, identify key concepts to be presented
4. Make sketches of the model/item to be produced
5. Using engineering design principles draw the patterns on paper
6. Identify appropriate scrap materials to be used
7. Transfer patterns on the materials to be used
8. Using appropriate tools produce the pattern on the materials
9. Appropriately cut-off the designed pattern from the material
10. Using appropriate techniques join, nail, glue or weld patterns
11. Using appropriate materials/tools finish or polish the pattern
12. Apply appropriate paints on different shapes/sides if desired
13. Label sides/shapes produced if desired
![Page 20: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/20.jpg)
Effectiveness of the improvised instructional materials
Table 1 shows there was a significant difference in the mean performance of student taught with improvised instructional materials and those taught without. The calculated t-value (6.97) in the above table was greater than the table value of (2.042) hence the null hypothesis was rejected.
![Page 21: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/21.jpg)
Findings• It was discovered that only very few T.D. teachers use locally
available recyclable materials to improvise viable instructional materials and use it for teaching the subject effectively in colleges of education in Plateau State, Nigeria
• The study also identified easy-to-follow steps which can be used by T.D. teachers in order to improvise by using locally available recyclable materials to produce viable instructional resources.
• It was found out that a significant difference existed in the mean performance of students taught with improvised instructional materials and those taught without it in College of Education in the Central Education zone of Plateau State.
![Page 22: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/22.jpg)
Conclusion
• Not many teachers improvise instructional materials despite available waste resources around them.
• In keeping with the context of Education for Sustainable Development (ESD) and UNESCO’S Greening TVET, teachers are encouraged to be innovative and resourceful in harnessing available material resources around their laboratories/environments to produce viable resources for teaching and learning of their subjects.
![Page 23: By Datol, Ignatius G. School of Vocational and Technical Education Federal College of Education, Pankshin Plateau State, Nigeria & Simon M. Yalams School.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d8d5503460f94a75507/html5/thumbnails/23.jpg)
Thank You
Questions & Comments?