Eng Drawing Similar Study

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ACADEMIC PERFORMANCE OF ENGINEERING DRAWING N2STUDENTS OF EKURHULENI WEST COLLEGE (EWC) IN 2003

by

SAMUEL DUMAZI KHOZA

submitted in partial fulfilment of the requirements for the degree

MAGISTER TECHNOLOGIAE: EDUCATION

in the

Department of Post Graduate Studies

FACULTY OF EDUCATION

TSHWANE UNIVERSITY OF TECHNOLOGY

Supervisor: Dr M Makgato

November 2004



DECLARATION

I hereby declare that the dissertation submitted for the degree M Tech: Education at the

Tshwane University of Technology is my own original work and has not previously been

submitted to any other institution. All quoted sources are indicated and acknowledged by

means of a comprehensive list of references.

___________________

Samuel Dumazi Khoza

Copyright ©: Tshwane University of Technology 2004

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DEDICATION

This study is dedicated to my son, Ntsako, and my fiancée, Mamma, for their understanding;

my sister, Maria, and my brother, Fraser, for their support; and my mom, Linah, for her

inspiration.

ii



ACKNOWLEDGEMENT

I would like to express my sincere gratitude and appreciation to my supervisor, Doctor M.

Makgato, for his patience and his willingness to assist me in this study, Professor C.J. White

for assisting me in writing this proposal, and Tshwane University of Technology for giving

me a chance to further my studies and develop myself. I would also like to express my

heartfelt thanks to my son, Ntsako, for the time that he allowed me to spend in the library.

Thank you so much for your silent support, it makes sense to me.

All thanks to my colleagues at EWC for allowing me to do interviews, classroom

observations and the handing out of questionnaires. You were so kind and helpful.

How can I forget the One who is above all the creation for allowing me time on earth to

realise that I have potential. I thank you Lord.

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ACADEMIC PERFORMANCE OF

ENGINEERING DRAWING N2 STUDENTS OF

EKURHULENI WEST COLLEGE (EWC) IN 2003

SAMUEL DUMAZI KHOZA

TSHWANE UNIVERSITY OF TECHNOLOGY

ABSTRACT

The poor performance of learners in Drawing N2 at Ekurhuleni West College (EWC) has

become a concern and should be addressed. EWC is a merger of four former Technical

Colleges, namely Germiston, Kathorus, Kempton and Tembisa campuses. All students who

enrol for Mechanical Engineering must register for Engineering Drawing as one of their

major subjects, as it is the main foundation for future mechanical engineers.

The Mechanical Engineering department at Kempton campus is the only department with a

low student number. The number of learners per trimester at Kempton campus who take

Drawing N2 used to be between 50 and 60. Some of the learners have been reluctant to take

Drawing N2 since May 2003. The number of N2 Drawing students has dropped to between

40 and 50 students per trimester (as from the second trimester of 2003).

The study is aimed at identifying factors resulting in poor academic performance in Drawing

N2. The major findings of the study include, lack of awareness of the importance of Drawing

in the Mechanical Engineering field, inadequate motivation concerning drawing, lack of

necessary instruments and bad teaching and learning materials (textbooks). The study also

proposes guidelines of how this problem can be addressed.

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TABLE OF CONTENTS

CONTENTS PAGE NO.

DECLARATION i

DEDICATION ii

ACKNOWLEDGEMENT iii

ABSTRACT iv

TABLE OF CONTENTS v

LIST OF FIGURES ix

LIST OF TABLES x

CHAPTER 1

ORIENTATION, STATEMENT OF THE PROBLEMAND THE METHOD OF INVESTIGATION

1.1 INTRODUCTION 1

1.2 STATEMENT OF THE PROBLEM 4

1.3 RESEARCH QUESTIONS 5

1.4 OBJECTIVES OF THE STUDY 6

1.5 RESEARCH METHODOLOGY 6

1.5.1 Research design 6

1.6 POPULATION AND SAMPLING 7

1.6.1 Population 7

1.6.2 Sampling 7

1.7 DATA COLLECTION TECHNIQUES 8

1.7.1 Questionnaires 8

1.7.2 Interviews 8

1.7.3 Observation 9

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1.7.4 Literature study 9

1.7.5 Examination results 9

1.8 DATA ANALYSIS 9

1.9 LIMITATIONS AND DELIMITATION OF THE STUDY 9

1.10 DEFINITION OF TERMS 10

1.11 SIGNIFICANCE OF THE STUDY 12

1.12 EXPOSITION OF THE STUDY 12

1.13 CONCLUSION 13

CHAPTER 2

FACTORS DETERMINING ACADEMIC PERFORMANCEIN A TEACHING AND LEARNING SITUATION

2.1 INTRODUCTION 15

2.2 MOTIVATION 15

2.3 CURRICULUM DESIGN AND DEVELOPMENT 18

2.3.1 Situation analysis 18

2.4 TEACHER FACTORS 19

2.4.1 Characteristics of a good teacher 19

2.4.2 Teacher's level of development 20

2.4.3 Nature and the characteristics of the learning content 21

2.5 LANGUAGE 21

2.6 STAFF DEVELOPMENT 21

2.6.1 Importance of staff development 22

2.6.2 Benefits of staff development 22

2.6.3 Benefits of training courses and seminars 22

2.7 TEACHING AND LEARNING ASPECTS 24

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2.7.1 The society 24

2.8 COMMUNITY FACTORS 25

2.9 PLANNING AND PREPARATION FOR THECLASSROOM 26

2.10 DIDACTIC ENVIRONMENTS 26

2.10.1 The home as a didactic environment 28

2.10.2 The school as a didactic environment 28

2.10.3 The nature and the structure of the school 29

2.10.4 Tertiary educational institutions as didactic environments 30

2.11 CULTURAL ISSUES 30

2.12 ENGINEERING GRAPHICS AND DESIGN 31

2.13 PURPOSE OF ENGINEERING GRAPHICS AND DESIGN 31

2.14 DESCRIBING EDUCATIONAL GOALS 32

2.14.1 Setting the goals 32

2.14.1.1 The needs of the learner 32

2.14.1.2 Societal needs 35

2.14.1.3 Subject matter 36

2.15 CONCLUSION 39

CHAPTER 3

EMPIRICAL INVESTIGATION, RESEARCH DESIGN AND RESULTS

3.1 INTRODUCTION 40

3.2 HISTORICAL BACKGROUND OF KEMPTON CAMPUS 40

3.2.1 Admission criteria before the merging process 40

3.2.2 Admission criteria after the merging process 41

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3.3 CAMPUS FACTORS 41

3.3.1 Campus management before the merging process 41

3.3.2 Campus management after the merging process 42

3.4 RESEARCH METHODOLOGY 42

3.5 POPULATION AND SAMPLE 43

3.5.1 Population 43

3.5.2 Sample 44

3.6 DATA COLLECTION TECHNIQUES 44

3.6.1 Questionnaires 44

3.6.2 Observation schedule 45

3.6.3 Interviews 45

3.7 DATA PRESENTATION AND ANALYSIS 46

3.7.1 Descriptive statistics on response rates 46

3.8 ANALYSING QUESTIONNAIRE RESPONSE OF DRAWINGSTUDENTS 47

3.8.1 Analysing questionnaire response of Drawing N2 students 47

3.8.2 Analysing questionnaire response of Drawing N3 students 56

3.9 ANALYSIS OF QUESTIONNAIRES DIRECTED TO DRAWINGLECTURERS 63

3.10 OBSERVATION 66

3.10.1 Lecturers' presentation of learning content 67

3.10.2 Lecturers' preparation of lessons 67

3.10.3 Subject and personal files 68

3.11 INTRVIEWS WITH DRAWING LECTURERS 68

3.12 CONCLUSION 74

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CHAPTER 4

FINDINGS, DISCUSSIONS AND GUIDELINES FOR IMPROVINGDRAWING N2 RESULTS

4.1 INTRODUCTION 75

4.2 FINDINGS OF THE STUDY 75

4.2.1 Students' obstacles in Drawing N2 75

4.2.2 Lecturers' obstacles in a Drawing N2 76

4.3 GUIDELINES FOR IMPROVING DRAWING N2 RESULTS 77

4.4 CONCLUSION 78

CHAPTER 5

CONCLUSIONS AND RECOMMENDATIONS

5.1 INTRODUCTION 79

5.2 RECOMMENDATIONS OF THE STUDY 79

5.3 FURTHER RESEARCH STUDY TO BE DONE TO CONTINUOSLYIMPROVE THE ACADEMIC PERFORMANCE OF DRAWING N2 80

5.4 CONCLUSION 81

BIBLIOGRAPHY 82

ANNEXURES 85

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LIST OF FIGURES

Figure 1.1: Engineering Drawing N2 results (Kempton campus) 5

Figure 3.1: Drawing students' response rate 47

Figure 3.2: Drawing lecturers' response rate 47

N2 DRAWING STUDENTS' RESPONSE

Figure 3.3: The importance of drawing in a mechanical field 48

Figure 3.4: The environment in which Drawing N2 is attended 49

Figure 3.5: The time schedule for Drawing N2 syllabus 49

Figure 3.6: The relevance of Drawing N2 to the trade subject 50

Figure 3.7: A role that Drawing instruments play in completing Drawingtasks 50

Figure 3.8: The need for N1 or secondary level drawing background 53

Figure 3.9: The Drawing lecturer's knowledge in drawing 54


Figure 3.10: The environment in which Drawing N2 is attended 56

Figure 3.11: The time schedule for Drawing N2 syllabus 57

Figure 3.12: The relevance of Drawing N2 to the trade subject 58

Figure 3.13: A role that Drawing instruments play in completing Drawingtasks 58

Figure 3.14: Choosing Drawing N2 over other subjects 59

Figure 3.15: Students' views on their parent's say on their choice of subjectsand careers 59

Figure 3.16: Campus resources and equipment for Drawing N2 60

Figure 3.17: The affordability of Drawing N2 instruments 60

Figure 3.18: The need for an N1 or secondary drawing background 61

Figure 3.19: The Drawing lecturer's knowledge in drawing 62

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Figure 3.20: Drawing workshops 64

Figure 3.21: Students' drawing background 64

Figure 3.22: Qualification and knowledge of Drawing lecturers 65

Figure 3.23: The help that models, charts and relevant equipment offer indrawing 66

LIST OF TABLES

Table 1.1: An indication of the probability sampling used in selecting students 8

Table 3.1: An indication of the population of Drawing N2 students andlecturers 43


Table 3.2: An illustration of the views of students in the choice of subjects 51

Table 3.3: An indication of the views of students in their parent's say whenchoosing subjects and careers 52

Table 3.4: Campus resources and equipment for Drawing N2 52

Table 3.5: The affordability of Drawing N2 instruments 53

Table 3.6: The relevance of exercises and examples in a Drawing textbook 54


Table 3.7: The importance of drawing in a mechanical field 56

Table 3.8: The relevance of exercises and examples in a Drawing textbook 62

Table 3.9: The syllabus, textbooks and the scheme of work for Drawing N2 65

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CHAPTER ONE

ORIENTATION, STATEMENT OF THE PROBLEM AND THE METHOD

OF INVESTIGATION

1.1 INTRODUCTION

Ekurhuleni West College (EWC) is the name of the cluster after four colleges from

the East Rand were merged to form one Further Education and Training (FET)

college. It consists of the following campuses that were previously known as

Technical Colleges: Kempton, Germiston, Tembisa and Kathorus. All students who

enrol for Mechanical Engineering must register for Engineering Drawing as one of

their major subjects as it is the main foundation for future mechanical engineers.

After the merging process, new admission criteria became effective during the

second trimester (May 2003) at EWC. All EWC campuses followed the same

criteria when enrolling students.

The criterion for admitting students to a mechanical field is that if a student has

passed Grade 10 and higher, he may enrol at any EWC campus. If that student has

done technical mechanical subjects in Grade 10 (including drawing), then that

learner can be enrolled on the N2 level. If a learner has done Mathematics and

Science (excluding technical trade subjects), then that learner will have to be enrolled

on the N1 level in order to acquire the background knowledge in technical subjects.

The significant difference between the original EWC campuses is that the Tembisa

and Kathorus campuses are the only ones that are based in the Tembisa and

Katlehong townships. The other two, Kempton and Germiston, are located in the

city. Just like any other subject in an engineering field within a Further Education

and Training institution, Engineering Drawing N2 is a ten-week course. It is

one of the subjects recommended when applying for in-service training in a

mechanical field.

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Drawing N2 provides learners with the opportunity to communicate ideas

graphically, carry out practical projects and tasks using the technological process

skills of investigating, designing, making, evaluating and communicating

(Department of Education, 2002:10). During the January 2004 registration period at

Kempton campus, some of the students in the mechanical field quit Drawing N2.

Some students wanted to continue with mechanical subjects, but were not keen on

registering for Drawing N2.

The following are some of the reasons students gave for discontinuing or not

registering for Drawing N2:

• The experience they got in the previous level (N1).

• Difficulty in understanding Drawing N2 for the first time (after being told by

their friends).

• Drawing as an unpopular or unknown subject in society.

• The high costs of Drawing instruments.

Most of the learners on the N2 level are in their late adolescence and early adulthood

years. This creates a big problem for control in the classroom. The reason being that

at this particular stage a learner finds himself in a situation whereby his obligations

towards learning are replaced by obligations towards the society (Fraser, Loubser &

Van Rooy, 1993:16). At this stage at which the learner is engaged in a society, is

more important than compared to what is expected of him in the classroom.

The learner might be more interested in sports and socialising than in studying. If what he does at school differs completely to what he does in society, the school

becomes a difficult place for him. This creates a big challenge for a teacher who

plans the curriculum, because he should be aware that the teaching profession serves

the community and thus must account to the society for its actions (Vermeulen,

1997:17). If the student can have an idea of the impact that drawing has in an

industry, then his obligations towards learning will improve and his time for

socialisation will be managed.

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Since the researcher has already mentioned that two of the EWC campuses are in

townships, there might be a difference in the kind of society that each campus serves.

For example, most of our learners on the Kempton campus are from as far as

Limpopo, Kwazulu-Natal, and the Free State, while there are only a few students

from surrounding areas like Kempton Park and Tembisa. It is very important for a

lecturer to look into the learner's background in drawing before planning and

preparing a lesson (Gunter, Estes & Schwab, 1999:14).

One immediate problem that teachers face is that everything within a subject cannot

be taught to everyone. The teacher must decide what is appropriate for a particular

group and for individuals within that particular group (Gunter et al, 1999:14). This

will be made easier once the teacher knows the learner’s background.

At Kempton campus it is not very often that students achieve distinctions in Drawing

N2. This does not mean that it is impossible, but when gifted learners attend with

slow learners, most of the attention is paid to the slow learners. This in turn disables

the stronger learners' performance (Gunter et al, 1999:8). Since everything in classshould be outcomes-based driven, a lot of changes must happen in the classroom.

The following points are the changes as stated in DoE (1997:27):

• Learners, actively involved in classrooms where the curriculum is relevant and

learner-centred, will blossom and grow.

• Learners will have greater self-esteem because they will be allowed to develop at

their own pace.• Learners will be trained to work effectively in groups.

• Learners will become analytical and creative thinkers, problem solvers and

effective communicators.

• Learners will understand why they are learning.

3



This will help teachers establish what kind of talent learners have and how learners

develop. However, for teachers to teach in an Outcomes Based Education (OBE)

approach, the following are implied (DoE, 1997:28):

• OBE requires teachers and trainers to focus on the outcomes of education rather

than merely on teaching information.

• OBE encourages teachers and trainers to translate the learning programmes into

something achievable.

• In OBE, teachers and trainers are encouraged to find ways of providing

conditions of success in a classroom.

In the meantime, all EWC teaching members attended a one day OBE training course

in October 2003 at the Germiston campus. If all lecturers offering Drawing N2 start

using the OBE approach in their lessons it will be worth their while. Chapter 3 of

this study discusses this further.

1.2 STATEMENT OF THE PROBLEM

The Mechanical Engineering department at Kempton campus is the only department

with a low student number. The number of learners per trimester at Kempton

campus who take Drawing N2 used to be between 50 and 60. Some of the learners

have been reluctant to take Drawing N2 since May 2003. The number of N2

Drawing students has dropped to between 40 and 50 students per trimester (as from

the second trimester of 2003). The recent academic performance of the N2 Drawing

students has also decreased. The following graph shows the performance of learnersin N2 Drawing in the previous trimesters:

4



FIGURE 1.1: Engineering Drawing N2 students' performance (Kempton campus)

ENGINEERING DRAWING N2

0

20

40

60

80

T1/2003 T2/2003 T3/2003 T1/2004

TRIMESTER

P E R C E N T A G E S

COLLEGE

NATIONAL

Source: Kempton Campus, Engineering Department (2004)

The study intends to identify factors resulting in poor academic performance in

Drawing N2 students at the other EWC campuses. The investigation will assist in

providing a solution to keep the academic performance in Drawing N2 at all the

EWC campuses at a satisfactory level.

1.3 RESEARCH QUESTIONS

a. Main question

The main research problem can be formulated as follows:

What are the factors resulting in poor performance of learners in Drawing N2?

b. Sub-questions

Sub-questions related to the research problem can be formulated as follows:

• How did Drawing N2 students perform at each campus as from May 2003?

• How qualified are the lecturers who lecture Drawing N2 at all the campuses?

• What training do lecturers receive?

5



• What is the drawing background of N2 students?

• Do all EWC campuses have the resources needed for Drawing N2 and drawing in

general?

1.4 OBJECTIVES OF THE STUDY

The research also strives to realise the following objectives:

• To compare Drawing N2 results at each campus as from May 2003.

• To find out whether all lecturers who lecture Drawing N2 are qualified to teach

the subject.

• To find out how successful drawing workshops offered to lecturers are, and how

often are they held.

• To determine the obstacles that Drawing N2 students are confronted with.

• To compare the Drawing resources available at each campus.

1.5 RESEARCH METHODOLOGY

1.5.1 Research design

The researcher used both the qualitative and quantitative research design methods.

Qualitative research is a broad term that encompasses a variety of approaches to

interpret research. Qualitative research can be historical, sociological, political and

educative (Leedy, 1997:155). However, De Vos (1998:24), defines qualitative

research as a multi-perspective approach to social interaction aimed at describing,making sense of, interpreting or reconstructing this interaction in terms of the

meanings that the subjects attach to it. Qualitative research is used in this study to

obtain information through observation and structured interviews. Quantitative

research, on the other hand, is a research methodology that seeks to quantify the data

and typically, applies some form of statistical analysis (Malhotra, 1996:164).

6



After these data have been quantified, the results from the sample are generalised to

the population of interest. A quantitative-descriptive (survey) design was therefore

used which involved the use of questionnaires for data collection (De Vos, 2001:78).

1.6 POPULATION AND SAMPLING

1.6.1 Population

Bless and Higson-Smith (2000:155), define population as the complete set of events,

people or things to which the research findings are to be applied. The population of

EWC, comprises of 119 students and lecturers that are involved in Drawing N2/ N3

(110 Drawing students and 9 Drawing lecturers from all the EWC campuses). Out of

the 110 Drawing students, 12 of them are N3 Drawing students, that is, three students

per campus. The 12 N3 students are those who have passed Drawing N2 the

previous term.

• Tembisa campus = 29 Drawing students.

• Germiston campus = 31 Drawing students.• Kathorus campus = 25 Drawing students.

• Kempton campus = 25 Drawing students.

1.6.2 Sampling

Sampling means taking any portion of a population as representative of the

population (De Vos, 1998:190). However, according to Bulmer and Warwick (2000:190), sampling is the selection of individuals who are to be those studied in a

particular investigation. Probability sampling was used to select 40 Drawing

students (36% of the students' population), that is, seven N2 students from each

campus and three N3 students from each campus, to participate in the research.

Systematic random sampling was used on each campus in order to give every

member of the population an equal chance of being selected as part of the sample.

Two Drawing N2 lecturers from each campus were also part of the sample.

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TABLE 1.1: An indication of the probability sampling used in selecting students.

N= 40 Total %

N2 students 7 per campus (28) 70

N3 students 3 per campus (12) 30

The above table illustrates that seven Drawing N2 students per campus were selected

plus the three Drawing N3 students (who have passed Drawing N2) were also

selected from each campus.

1.7 DATA COLLECTION TECHNIQUES

1.7.1 Questionnaires

Questionnaires using the Linkert scale were distributed to gather information from all

four campuses. According to Bless and Higson-Smith (2000:105), a questionnaire is

defined as an instrument of data collection consisting of a standardised series of questions relating to the research topic to be answered in writing by participants.

The format of the questions were as follows:

• Yes/ No type of questions.

• A Linkert-scale ranging questions.

1- Totally agree.

2- Agree to a certain extent.3- Disagree to a certain extent.

4- Totally disagree.

• Open questions.

1.7.2 Interviews.

Interviews were only conducted with Drawing lecturers from each campus.

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1.7.3 Observation

Classroom observations were conducted using the Kempton campus' classroom

observation schedule. This schedule was designed by the Kempton campus

Management and it is currently used during classroom observation. The primary

advantage of conducting observations is flexibility, though the very presence of an

outsider in structured observations may alter what people would normally say and do

(Leedy & Ormrod, 2001:158).

1.7.4 Literature study

The literary works of various authors who wrote about aspects determining academic

performance in the teaching and learning situation were reviewed.

1.7.5 Examination results

The examination results of all Drawing N2 students, from May 2003 were used inorder to compare the academic performance on each campus.

1.8 DATA ANALYSIS

Statistical analysis was used to analyse questionnaire data, in the form of graphs,

tables and pie charts. Interview data was analysed using content analysis and verbal

quotation. In this study, pie charts were mostly used to describe the research samplesince they are best suited to display categorical data (Wegner, 1999:29).

1.9 LIMITATIONS AND DELIMITATION OF THE STUDY

Delimitation refers to all that the researcher does not intend to do, whereas limitation

is all that the researcher intends to do, but fails due to unforeseen circumstances

(Leedy, 1997:59). The delimitations in this study are as follows:

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• The study did not involve students who have never enrolled for Drawing N2 as a

subject.

• The study involved 40 of the 110 students at EWC who were doing Drawing N2

during the second trimester of 2004, and three N3 students from each campus,

who had done Drawing N2 before, together with two of the nine lecturers from

EWC.

• The study was not used to predict the end of the trimester results on each campus.

1.10 DEFINITION OF TERMS

a. Drawing

It is a graphic language that is used as a means of communication in industries by

draughtsmen (Brink, Gibbons & Theron, 2003: 1).

b. Draughtsmen

It is an employee who works in a Drawing office in industries, to draw (Brink et al,

2003:2).

c. N2

It is a level in a Further Education and Training institution, that is equivalent to

Grade 11, which qualifies one for employment in an industry.

d. Ekurhuleni West College (EWC)

Ekurhuleni is a new name given to the former East Rand Township by the

government in one of the transformational programmes, whereas Ekurhuleni West

College is the name of the cluster that was created through the merger of four former

East Rand Technical Colleges.

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e. Campus

It is a learning site where teaching and education are the activities that take place.

f. Trimester

It refers to a 10-week term/course taken in an Engineering field at a Further

Education and Training College (FETC).

g. Curriculum

It is everything planned by educators that will help develop the learner (Vermeulen,

1997:7).

h. Didactics

It is the science which studies teaching and learning as interrelated aspects of reality(Fraser et al, 1993: 210).

i. Outcomes Based Education

It is a flexible, empowerment-oriented approach to learning (DoE, 1997:21).

j. Curriculum 2005

It is a programme that aims at shifting the standard of education in our schools, from

content-based, to that based on outcomes (DoE, 1997:1).

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k. CAD

It is the abbreviation for Computer-Aided Draughting. It is a computer program that

allows the computer to be used as a Drawing board (Brink et al, 2003:20).

1.11 SIGNIFICANCE OF THE STUDY

A number of students enrolled for Drawing N2 at the Kempton campus have

deregistered and the current students are performing poorly. The researcher

investigated factors resulting in poor academic performance of Drawing N2 students.

A solution to this problem may lead to higher enrolment figures and better academic

performance.

1.12 EXPOSITION OF THE STUDY

The study is arranged as follows:

Chapter 1: Orientation, statement of the problem and method of investigation

• The introduction and the background of four EWC campuses.

• Drawing N2 as an Engineering subject.

• The problems that are experienced at Kempton campus.

• The population of the students doing Drawing N2.

• Research methodology.

Chapter 2: Factors determining academic performance in a teaching and

learning situation

• Literature on factors determining academic performance in a teaching and

learning situation were reviewed.

• These factors included, amongst others, the following:

- Classroom motivation.

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- Classroom discipline and control.

- Curriculum design and development.

- Staff development.

- Engineering graphics and design.

- Classroom management.

Chapter 3: Empirical investigation, research design and results

• In this chapter the historical background of Kempton campus before and after the

merging process was discussed.

•

All the methodology used in the study was discussed in detail.

Chapter 4: Findings, discussions and guidelines for improving Drawing N2

results

• All the problems that Drawing N2 students experience, were identified.

• Lecturers’ personal experiences and opinions concerning the academic

performance of Drawing N2 students were identified by means of interviews.

• All the interview results and the questionnaire data were analysed.

Chapter 5: Conclusion and recommendations

• This chapter includes all the conclusions and recommendations of the study.

• Possible solutions that are of great importance to all EWC campuses were

discussed.

1.13 CONCLUSION

Drawing N2 is a requirement for students from a Further Education and Training

institution who would like to apply for employment in an industry. This chapter

discussed the introduction and the background of the four EWC campuses together

with the student population of the four campuses registered for Drawing N2. The

problem that is experienced in Drawing N2 at Kempton campus is also discussed.

13



The next chapter discusses the factors determining the academic performance in a

teaching and learning situation.

14



CHAPTER TWO

FACTORS DETERMINING ACADEMIC PERFORMANCE IN ATEACHING AND LEARNING SITUATION

2.1 INTRODUCTION

Engineering Drawing N2 is a practical subject, and just like any other technical

subject, there should be ways and means to change it into an interesting subject.

Already 5 out of 25 students have de-registered from Drawing N2 this trimester

(May 2004). This shows that there is need for drastic interventions to correct this

matter. The next section discusses factors determining academic performance as

outlined by various authors.

2.2. MOTIVATION

Motivation is defined as all those inner-striving conditions described as wishes,

desires and drives (Gray and Starke, 1988:104). It involves a person’s desire to

perform. A person who is motivated works hard, sustains a pace of hard work and

has self-directed behaviour towards important goals (Gray & Starke, 1988:107).

Raffini (1996:232) outlines the following recommendations for stimulating interests

and enjoyment in a practical subject:

• Find ways to get students actively involved in the learning process.

• Relate content objectives to student experiences.

• Assess students’ interests, hobbies and extra-curricular activities.

• Use divergent questions and brainstorming activities to stimulate active

involvement.

If all Drawing lecturers organise their Drawing classrooms to such an extent that

charts, models and drawings that belong to previous students be put on the display

board, new students might have a positive attitude towards drawing. Students might

15



realise that drawing is fun and possible to do. Teachers also have a primary

responsibility in education to help students cultivate personal qualities of motivation

that can give them resources for developing aspiration, independent learning,

achieving goals and fostering resilience in the face of setbacks (Alderman, 1999:3).

Good and Brophy (2000:221) state that to be motivated to learn, students need both

ample opportunities to learn and steady encouragement and support.

Such motivation is unlikely to develop in a chaotic atmosphere, so it is important to

organise and manage the classroom as an effective learning environment (Good &

Brophy, 2000: 222). But if students and lecturers think that a trimester is too short to

cover the Drawing N2 syllabus, then maybe the management should re-visit the

organisation of the daily timetable.

Classrooms and schools that function as caring communities for learners display the

following characteristics (Good & Brophy, 2000:222- 223):

a. Warm, stable and supportive relationships (Good & Brophy, 2000:222)

• This relationship happens when students are emphatic to others and care about

one another.

• Students tend to respect their teacher and have a sense of pride in their classroom.

• They feel comfortable in contributing to discussions, including sharing ideas and

experiences from their own lives and culture.

As soon as a lecturer allows fair socialisation in a classroom, learners startinteracting with each other and learning becomes interesting because learners will

feel free to ask questions.

b. Social and ethical dimensions of learning (Good & Brophy, 2000: 223)

• Students relate ethical issues in literature to their own lives.

•

They display self-control in tempting situations.

16



• They listen and respond to each other respectfully.

c. The role and prevalence of intrinsic motivation (Good & Brophy, 2000: 223)

• Students take time to complete assignments carefully rather than racing to get the

job done.

• They seem interested in exploring ideas rather than just in pleasing the teacher or

to earn credits.

• They demonstrate interest in and responsibility for their own learning by asking

questions and suggesting directions for exploration.

Immediately when communication between the learner and the teacher is effective in

class, students will themselves start to compete against each other, and they will start

to work hard. And as soon as there is competition amongst students, teachers should

ensure that the manner in which assessment takes place, must be strict and fair so as

to force the learners to draw quality sketches and not to rush to complete their tasks.

Drawing N2 students used to be motivated in a variety of ways on Kempton campus

before the merging process. Students used to be awarded certificates of merit for

being the best in the subject during that particular trimester, or after the cycle tests

(tests that are written three weeks before the exams in Kempton campus). This was

also done in other subjects.

Students were also given Drawing projects such as to go home and draw any

technical sketch they could find in other relevant Drawing textbooks. The bestdrawing was displayed in order to motivate the rest of the students. This drove

students to practice more. Now, when Drawing lecturers plan for such a project,

management complain about time being misused because the contents of the projects

are not in the current syllabus.

The reputation of the campus as well the culture of learning developed over the past

years promoted values of achievement, teamwork, discipline and respect, the same as

17



stated in the DoE (2000:114) document. Immediately when there is such a positive

reinforcement in learning, the institution's vision becomes alive and deeply embraced

(DoE, 2000:107). School assemblies, motivational speakers and visits from former

students were used to build motivation. There is still an assembly every Monday, but

the motivational speakers and visits from companies are no longer available.

2.3 CURRICULUM DESIGN AND DEVELOPMENT

Curriculum design is the construction of essential components of the curriculum

whereas curriculum development is all the processes necessary to plan, design,

implement and evaluate a functional curriculum (Fraser et al, 1993:102). Curriculum

itself is everything planned by educators, which will help develop the learner

(Vermeulen, 1997:7). However, Vermeulen, (1997:17), outlines the following steps

in curriculum design:

2.3.1 Situation analysis

Situation analysis relates to who is being taught and by who the knowledge or theinformation is passed plus the society to which the curriculum relates (Vermeulen,

1997:17). However, the following is one of the variables that can be linked to

situation analysis:

a. The learner

The learner relates to the target group at which the curriculum is directed(Vermeulen, 1997:17). All the learners’ backgrounds should be taken into

consideration when planning the curriculum. These backgrounds include:

• Social, cultural and economic background of the learner.

• Students’ level of cognitive or intellectual development.

• Students’ level of emotional or affective development.

•

Students’ level of psychomotor or creative development.

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Learners' unacceptable behaviour often affects students, who witness fellow students

misbehaving in class. A number of child-related factors may be responsible for a

learner’s misbehaviour in class (Mwamwenda, 1995:311). First he may well have

been raised to behave in an unseemly manner at home. Immediately when that

particular learner be-friends another from a disciplined family, they all behave the

same, which in turn disturbs one another. This disturbance could be amongst others:

• Poor attendance.

• Quitting some of the subjects.

• Choosing teachers.

• Forming groups that turn to be ignorant in schoolwork.

Since the teacher is the one who plans and prepares the curriculum, things like the

learners' age, background and socio-economic factors need to be looked at because

as human beings, we learn differently. This enables the teacher to look at more

adequate teaching methods and the language to be used.

2.4 TEACHER FACTORS

2.4.1 Characteristics of a good teacher

The teacher’s professional competence, his personality, his didactic training and his

behaviour are the co-determiners of the meaningful course of the didactic activities

(Fraser et al, 1993:96). In other words, if a teacher shows commitment and

confidence in understanding and delivering the content, learning becomes fun.

However, an effective teacher should have the following characteristics (DoE,

2000:111):

• Good subject knowledge.

• Good lesson planning skills.

•

Good teaching skills.

19



• Classroom management abilities and fair relationships with his students and

colleagues.

When developing the curriculum, the following aspects should be taken into account

(Fraser et al, 1993:96):

• The teacher’s personal quality and his teaching style.

• The teacher’s subject training.

• The teacher’s subject didactic training.

• His professional competence.

It is quite clear that when a teacher enters a classroom showing confidence and being

well prepared, then students will also perform as best as they can because they feel

that their teacher is prepared to help them. If a Drawing teacher relates content to

reality or to the learner’s trade subject by showing them models and other practical

examples then learners will be eager to learn.

2.4.2 Teacher’s level of development

Teachers need to be developed in order to keep up with the current technological

change (Sheal, 1999:112). After attending a Drawing seminar in Pretoria, it was

clear that a lot of changes have happened in the working world that are not included

in textbooks. Teacher’ development through workshops and seminars helps in

providing an ongoing programme and services designed to explore new

developments in Education (Fitch and Kopp, 1990:15). With this exposure teacherscan develop better transparencies and other resources for N3 Drawing students, and it

pays dividends (there was an 89% pass aggregate last trimester in Drawing N3).

20



2.4.3 Nature and characteristics of the learning content

Apart from the level of development of the learner and the characteristics of the

teacher, the nature and the characteristics of the learning content of the subject taught

dictate the didactic activities and must be taken into account during situation analysis

as a component of the curriculum (Fraser et al, 1993:97).

Drawing N2 might be strange to our learners at Kempton campus, because most of

them are from rural areas where drawing is not yet introduced. This makes a specific

demand on the teacher who plans and prepares the curriculum. Therefore, the nature

and the characteristics of the content must be tailor-made down to the learner’s needs

without changing aims and objectives of the content. Since Drawing N2 is a

practical subject, there should be resources available to create meaningful learning.

2.5 LANGUAGE

Language proficiency is a critical factor in the success of students in schools (FRD in

DoE, 2000:115). Kempton campus used to have white students only, and themedium of instruction was purely Afrikaans with little English used. As a result

students did not have a problem understanding the content, because it was offered in

their mother tongue.

But now most of the students are from the disadvantaged areas where English is the

medium of instruction by black teachers. Most of the classroom's explanations are

given in their African language as needs arise. This causes students to understandbetter, because it is said that an African language is the language of understanding

(DoE, 2000:115).

2.6 STAFF DEVELOPMENT

Staff development is the total learning experiences available to a professional that is

directly or indirectly related to his or her work (Glickman, 1990:56).

21



2.6.1 Importance of staff development

The following aspects are important for staff development:

• Staff members need to be equipped so that they meet the demands of

technological and organisational change.

• It helps in international competition and pressure for continuous improvement.

• It brings about changes in the expectations of the work force.

• It brings about constant organisational change.

What was realised after attending a Drawing seminar in June 2003 at a Centurion

FET College is that a lot of things change in industry that are not always mirrored in

our prescribed textbooks. Staff development in the form of seminars and workshops

helps a lot to keep lecturers up-to-date with the latest development in their fields of

expertise.

2.6.2 Benefits of staff development

Staff development can help the organisation with improvements in the following key

areas (Sheal, 1999:24):

• Staff training and development can lead to greater student satisfaction in the

classroom.

• Staff training and development strengthen the organisation’s internal capability

and agility in responding to changing customer and client requirements.

• The prospect of job training and development tends to attract good quality jobapplicants.

2.6.3 Benefits of training courses and seminars

Sheal (1999:112- 113) gives the following advantages of training courses and

seminars that staff members receive:

22



• They give people an ‘outside perspective’ so that they know what is happening

in the world outside their organisation.

• Staff members learn how other people are doing the job and return to the

department with new ideas and suggestions for improvement.

• Courses and seminars provide an opportunity for staff to meet people from other

departments or companies and share ideas and information.

• Courses and seminars improve peoples’ versatility and make them more

confident in dealing with new tasks, projects and responsibilities.

• Courses and seminars can refresh staff by making them enjoy the change of

scene and people.

Attending staff development programmes help lecturers to share ideas with

examiners, moderators and experienced colleagues from other campuses. This helps

in bringing new ideas to students and to other colleagues.

Furthermore, Fitch and Kopp (1990:15), point out that the purpose of staff

development is to provide an ongoing programme and services designed to explore

new developments in education. In the meantime, West (1989:12) recommends that

any sound programme of staff development should be based on the following

principles:

• Staff members should perceive that they own the programme, that is, the idea of

top-down management should be discouraged.

• Staff development programmes should be seen as a right for all staff members

whoever they may be and whenever they may be in school because everybodyneeds staff development.

• The school leaders should support staff development for it to operate

successfully.

• Staff development needs to be rooted in the school’s culture that supports the

idea that staff development is desirable and beneficial.

23



Lecturers need to be developed whenever they see a need and not when management

feels like it, because lecturers are the ones who know exactly what happens in the

classroom.

Since effective learning results from effective teaching, a well-equipped teacher

contributes towards such an environment where learning is effective. This will assist

individuals and institutions to relate more effectively to social needs and aspirations.

The communication and personal relationships and encouragement of staff to

contribute to the maintenance of the academic community will be improved. When

staff members are developed, optimum utilisation of human resources is promoted.

Therefore, if all staff members undergo staff development programmes, is it worth

their while? This is what the study attempts to find an answer in the next chapter.

2.7 TEACHING AND LEARNING ASPECTS

According to Mwamwenda (1995:311-314), classroom discipline and management

can also be the main cause of poor academic performance. He says the way the

teacher teaches has implications for classroom control. Students’ behaviour can alsohave an impact on the teaching style. He further outlines the following component as

one of the influencing factors of academic performance:

2.7.1 The society

The society, too, must bear its share of the responsibility for the performance of

learners at school (Mwamwenda, 1995:312). What happens at school is merely areflection of what is going on in a society. When a learner fails a subject and drops it

without re-writing it, it shows how un-important the subject is to that particular

learner.

This happens very often at the Kempton campus. Learners fail Drawing N2 and

proceed to the next level because rules of the campus allow them to do so. This puts

24



the learners in a bad position because they will have to come back and re-do the

subject since it is a requirement for practicals in industry.

The teaching profession serves the society and thus must account to the society for

its actions (Vermeulen, 1997:17). The curriculum is one of the systems by means of

which the teaching profession fulfils its mandate from the society. A society has a

particular didactic need and in this respect, makes specific demands on the

curriculum. It expects the curriculum to be up to-date with the current developments

and future trends, especially those relevant to the changing technology (Vermeulen,

1997:18).

2.8 COMMUNITY FACTORS

Labour market

Planning and implementing a Mathematics, Science and Technology programme

require the support of a broad range of stakeholders who share a vision of what is

needed to create an effective inquiry-centred approach for learners (DoE, 2002:14).Since drawing is also a technical subject, the same rules should apply to drawing. As

discussed in section 1.1 on page 1 of this study, Drawing N2 enables a learner to

follow a career in becoming a future engineer. Stakeholders such as relevant

companies ought to be invited to inform students about the importance and the

implications of taking drawing. This will motivate the students even further.

Scientists and engineers, as well as parents, can help leverage support forMathematics, Science and Technology in education (DoE, 2002:14). For example,

applied scientists could team up with teachers to replenish a professional

development programme; a corporate leader could serve as a spokesperson for

technical education change in the business community. When the community gets

exposed to technical subjects, the up-coming generation will be interested in the

subject because they will have heard about it in the past.

25



If learners enrol for a subject that they have heard about before, they develop an

interest in that particular subject. People from companies can play a role in visiting

colleges and schools and tell students about various technical courses that need

drawing, especially when students want to study Engineering.

2.9 PLANNING AND PREPARATION FOR THE CLASSROOM

According to Cole and Chan, (1994:82), planning is that component of teaching in

which teachers formulate a scheme of action for instruction. Teachers plan for a

variety of reasons, namely:

• To familiarise themselves with the content of teaching materials.

• To organise students and direct activities.

• To guide the interactive process of instruction.

2.10 DIDACTIC ENVIRONMENTS

Didactic activities take place in a particular situation that occurs within a particulardidactic environment. Didactic environments are spheres of society that either

already exist or are specifically created or manifest themselves spontaneously so that

the necessary didactic situations can be established and the necessary didactic

activities performed (Fraser et al, 1993:12).

According to Vermeulen (1997:18) didactic environment refers to the teaching and

learning environment in which some factors are relevant when planning thecurriculum. Some of these factors are as follows:

Logistical potential

This refers to the funds available and the number of classrooms it has at its disposal

(Fraser et al, 1993:98). This will help determine the number of students that can be

26



accommodated in a classroom. It involves the resources available. It also involves

grouping students according to their potentials.

Administrative structure

The nature of the internal administrative structure and the efficiency of the general

organisation of the institution also determine the effective functioning of the

curriculum (Vermeulen, 1997:18). That is, teachers cannot perform or teach

effectively if their time is taken-up unnecessarily by committees, meetings and extra-

mural activities.

Mission and aims

The mission and the general aim of an educational institution echo the institution’s

perception of its mandate from the community. These aims determine a particular

institution’s academic policy (Fraser et al, 1993:99). All these aspects are co-

determiners of the implementation potential of the curriculum and must be given

thorough consideration.

At Kempton campus, we already have a scheme that provides clothes to the needy

students, and the hunch of the researcher is that most Drawing students do not buy

Drawing instruments on time. Some do not even buy them at all. If the reason why

students do not buy instruments is because of financial problems, a similar scheme to

assist these students could maybe be implemented.

In general the socio-economic circumstances of the community in which a particular

didactic environment functions, may, for example, influence both cognitive

capabilities of the learner and the logistical potential of the particular didactic

environment (Fraser et al, 1993:99). When a learner is prepared to study, even if

they are from a financially disadvantaged family, that learner needs to be helped.

27



2.10.1 The home as a didactic environment

The family home is the primary or original teaching environment, since it is where a

learner’s education begins. This teaching environment consists primarily of the

parents, the children in the family and the other persons. At home, the learning

content consists of the basic knowledge, activities, skills and habits relevant at home

and in the community (Fraser et al, 1993:12). Teaching at this stage is educative

because norms, values and attitudes form part of the learning content.

A learner who does not receive love and good care from his parents is likely to have

no respect for them and may as well extend this perception of adults to other figures

of authority in his life, including his teachers and the school (Mwamwenda,

1995:312). If his parents or guardians show no interest in his studies, he feels he has

nothing to lose, especially when he is an adolescent. These could be some of the

experiences of learners in N2 level, because most of them are adolescents.

Therefore, when learners arrive in a FET institution, we assume that they have

already acquired norms, values and attitudes at home. What the researcher means isthat, when a learner quits a subject at the FET level, they have serious problems.

This leaves an educator with big questions like: what do parents say about that? Are

parents aware of and caring about the progress of their child? When that particular

learner enrolled for that subject or course, were the parents involved or was the

learner pushed to enrol? The next chapter will examine these questions and concerns

in more detail.

2.10.2 The school as a didactic environment

The school, with all the facilities it can offer, becomes the didactic environment in

which didactic activities are carried out. The school, as a relatively autonomous

social institution, is established to supply systematic educative teaching and learning

under the guidance of academically and professionally trained teachers by means of

28



norms and ideals and for the sake of responsible adulthood in the community (Fraser

et al, 1993:13).

School rules and regulations may also influence academic performance. School rules

and regulations may be not only be rigid and strict, but also punitive and unnecessary

(Mwamwenda, 1995:312). If classes are too large and crowded, it is difficult for the

teacher to maintain control and apply thorough assessment or a variety of teaching

methods. Learners may also experience discomfort as a result of poor ventilation or

extreme temperatures in the classroom. And for the record, overcrowded Drawing

classrooms make it difficult for the teacher to demonstrate, let alone to teach.

For example at Kempton campus, 37 is the maximum number of learners that enrol

for Drawing N2. Lecturers have to go from desk to desk to provide individual

assistance to students. If that particular lecturer has three Drawing classes (each

having 37 learners), is that lecturer going to cope? Or what method of teaching is the

lecturer going to use? However, this became clear after classroom observations took

place at all the campuses. The study also intended to find out whether all Drawing

N2 lecturers are professionally qualified to offer the subject. This helped inanalysing the academic performance in that particular subject, since the teacher’s

didactic competence plays a major role in teaching.

2.10.3 The nature and the structure of the school

Fraser et al (1993:13) states that the school is an organisation established and

maintained by the community on behalf of the parent in order to continue to extendthe educative teaching begun by parents at home. The school also serves the

community in the sense that those particular social, cultural and professional

demands and tasks are made and given to it (Fraser et al, 1993:13). In other words,

immediately when the schools’ culture differ completely with that of the learner, the

learner’s sense of belonging becomes questionable.

29



This might create an unsuitable place for the learner. The learner might start playing

truant or leaving the campus anytime without a valid reason. This indicates that the

environment, within which teaching and education take place, must be conducive to

learning.

2.10.4 Tertiary educational institutions as didactic environments

Tertiary teaching institutions are academic institutions established in the community

so that science and technology can be practised formally in an educative teaching,

research and community serving setting (Fraser et al, 1993:16). Examples of such

institutions are Universities, Technikons and Technical Colleges. This is where an

individual who completed a secondary education, receives further teaching and

education in enhanced scientific knowledge and skills in order that he/ may join the

community as a vocationally competent adult.

The students at N2 level are at a post-school stage. Most of them are in their late

adolescence or early adulthood. Their ages range between 16 and 26. At this stage

the students find themselves in an andragogic didactic situation where theirobligations towards learning are replaced by obligations towards the society (Fraser

et al, 1993:16). The learner is in an independent stage where he/ she makes decisions

on their own. This might be the stage where self-control is lost.

Peer pressure often becomes predominant. Leaving school becomes an option.

Subject-choices are now being initiated by themselves. This is why the

questionnaires that were sent out (chapter 3), revealed the student’s age, commentsand feelings about studying Drawing N2.

2.11 CULTURAL ISSUES

Kempton campus is now a multi-cultural and multi-racial institution. Students from

remote areas experience a completely different situation attending with other races,

especially when they have never experienced it before. They feel insecure and lack

30



self-confidence when working. This makes a specific demand on the teacher who

plans the curriculum because the teacher must consider the social, cultural and the

economic background of the learners before planning a lesson (Vermeulen, 1997:17).

For example, when a teacher wants to group the students in his class, black students

might have a problem being grouped with white students. Girls might have a

problem mixing with boys.

2.12 ENGINEERING GRAPHICS AND DESIGN

Engineering Graphics and Design is the new name for Engineering Drawing after re-

curriculation of the FET curriculum (Brink et al, 2003:1). It has already been stated

that Drawing is a graphic language that is used in industries by draughtsmen to

communicate. N2 level is a level in a FET College that is equivalent to Grade 11.

2.13 PURPOSE OF ENGINEERING GRAPHICS AND DESIGN

Engineering Graphics and Design will contribute towards the learners’ technological

literacy by giving them opportunities to do the following (DoE, 2002:9):

• Develop and apply specific skills to solve technological problems related to

Engineering Graphics and Design.

• Understand the concepts and knowledge used in Engineering Graphics and

Design, and use them responsibly and purposefully.

• Appreciate the interaction between people’s values and attitudes, technology,

society and the environment.

The researcher has already outlined that at Kempton campus subjects like Electrical,

Motor, Fitting and Machining, Aircraft and Diesel trade theories are the trade

subjects that students should take if they want to work in a mechanical field.

Drawing helps them with perception and visualisation of objects in a working world.

31



When learners who have passed N2 apply for an apprenticeship or experiential

learning, the following are the technical skills that they are going to be engaged in,

and all of these skills require Drawing N2:

• Design Draughting.

• Electrical Draughting.

• Built Environment.

• Structural Steel Detailing.

• Mechanical Draughting, etc.

Since engineering Drawing N2 is important for any learner who is involved in a

mechanical field as discussed in DoE, (2002:9-15), a lecturer needs to include

learning objectives that will help the learners achieve their goals.

2.14 DESCRIBING EDUCATIONAL GOALS

Gunter et al (1999:3), describe educational goals in the following manner:

2.14.1 Setting the goals

According to Gunter et al (1999:3), goals are the general statements of intent that

reflect the following:

• The needs of the learner.

• The societal needs.• Subject matter to be learned.

2.14.1.1 The needs of the learner

No matter how interesting or relevant information may be or how enthusiastic the

teacher is about the subject, learners must be willing to learn. That is why if teaching

32



does not result in learning, then it fails. The following are the needs of a learner as

outlined by Gunter et al (1999:3):

• Meaningful engagement in the process of learning.

• Direct contact with what is to be learned.

• Creative evaluation that tests what is taught.

• Opportunity to explain the learner’s understandings.

As soon as the learning content becomes meaningful to the learner, the learner will

then show interest in learning. When the learner is free to talk about his

understanding of the learning content, learning becomes easy and interesting. It is

also important for the teacher to understand the background of the learner. Before

establishing the goals of a course or a unit of study, it is essential to know the

particular group of students that will be taught. Gunter et al (1999:4), define the

following as important to the teacher, regarding the learners’ background:

• An index of past achievements and a barometer of future success.

• Good planning can be done because the teacher will have a clear pre-knowledge

of the learners.

• A clear connection of what the learner knows and what needs to be taught to the

learner is made.

According to Gunter et al, (1999: 4), a teacher should ask the following questions

before planning a lesson:

• Will the instruction fulfil any personal, social or occupational goals the students

may have?

• Is the learning process appropriate to the students’ present skill development and

preferred learning styles?

• How much do the students already know about the topic?

33



In the meantime Caine and Caine (1994:88- 89) say that some of the learners are pre-

determined by the nature of the organ of learning, the human brain. They describe

the following principles about the brain function:

The brain is the parallel processor

• The brain is always performing many tasks at once.

• Therefore, good teaching orchestrates the learner’s experience of what he sees,

hears and feels simultaneously (Caine & Caine, 1994:88).

Learning engages the entire physiology

• When something affects the well-being of the learner, from lighting and

temperature to the feelings of safety and cheer, it affects the learner (Caine &

Caine, 1994:89). This is why teachers must take “creature comfort” into account

when planning and preparing lessons.

The search for meaning is innate (Caine & Caine, 1994:89)

• The ingredients of meaning are prior knowledge and new information, which

combine to create new and meaningful understandings for the learner.

• Teaching is not to transmit knowledge directly to the learner, but to engage with

the learner in an active, collaborative construction of meaning, much like that

which occurs in everyday conversation (Caine & Caine, 1994:89).

The search for meaning occurs through patterning (Caine & Caine, 1994: 89)

• Information to be learned becomes meaningful when the learner is able to

perceive a pattern upon it.

• When the learner connects what he already knows to what is being taught, then

learning becomes meaningful (Caine & Caine, 1994:89).

34



Emotions are crucial to patterning

• Teachers must take students’ attitudes and dispositions into account when

planning the instruction because learners think most deeply about and learn more

easily those things they care about.

The brain processes parts and wholes simultaneously

• Since the human brain is inclined to grasp parts and wholes simultaneously, the

teacher must help learners keep perspective.

• Teachers must teach the big picture and the parts that make it up at the same

time.

Learning involves both focussed attention and peripheral perception

• The teacher must pay almost as much attention to what students will experience

indirectly as to what they experience directly.

• The design of the classroom, that pervades the atmosphere of learning either

contributes to learning or impedes it (Caine & Caine, 1994:90).

Learning always involves conscious and unconscious processes

• Since much of what the brain does is completely unconscious and unknown to

us, time, reflection and contemplation should be built into constructional plans

because understanding takes time (Caine & Caine, 1994:91).

2.14.1.2 Societal needs

Gunter et al (1999:9) say that the following macro goals need to be looked at as

societal needs:

•

Develop competence in the basics of learning.

35



• Learn to cherish the foundations of a free society.

• Develop ethical standards of behaviour.

• Develop skills necessary to obtain productive employment or to continue higher

education.

• Gain respect for his or her body and value good health habits.

• Come to value beauty and to learn to participate in some form of aesthetic

expression.

2.14.1.3 Subject matter

• Teachers should always prepare and decide what is it that need to be taught to

the learner, but must be given a starting point (Gunter et al, 1999:10).

A starting point in this instance can be the syllabus and/or the scheme of work. Since

the researcher has outlined a few points about issues that bring about academic

performance in a teaching and learning environment, all of the above points work

hand in hand. Furthermore, (Shoemaker, 1998: 102- 103) talks about the following

as motivational factors.

a. Brainstorming motivational strategies

• Give a certificate of recommendation.

• Give thank you notes at the end of the semester to the successful ones.

Learners on Kempton campus receive certificates for full attendance at the end of

each trimester. They never receive certificates of recommendations, except when we

give them progress reports three weeks before the exams commence. This is not

enough to lift their spirits.

Shoemaker, (1998:102-103), adds that the worth of work that a teacher can expect

from his learners arise from the following points:

36



• Invite guest speakers.

• Show the statistics.

The only time a guest speaker was invited to Kempton campus was when a lady from

the Department of Health was invited to inform all members, including learners,

about the Aids epidemic. She even showed the growing numbers of people who are

getting infected daily. This was of a great concern to our learners. If we could

organise Drawing experts to visit our campus, it might help a lot because learners

will receive information from the professionals.

Since the OBE curriculum aims at shifting the standard of education in our country

from one that is content-based to the one that is outcomes-based (DoE, 1997:1), the

whole teaching and learning activity should be learner centred.

According to McCombs and Whisler (1997:1), an education system that will be

learner centred will help solve the following problems:

• High dropouts will be minimised.• Low pass rate will be avoided.

• Low attendance will be addressed.

• There will be high graduation rates.

• Students will no longer complain that school is boring.

If a learner has a role that must be carried out on a daily basis, then that learner will

start to see learning as meaningful. The system that we use on Kempton campus, isone of coming to class and teaching the learners. However, teachers spend a lot of

time talking, which leaves learners inactive in class.

McCombs & Whisler (1997:65), add that in a learner centred classroom, learners do

the following:

• Choose their own projects.

37



• Work at their own rate.

• Go beyond minimal assignments.

This will be mainly for classroom competition and learners will start to explore on

their own and the teacher will act as a facilitator. Furthermore, McCombs & Whisler

(1997:66), say that in a learner centred classroom, the assessment system is as

follows:

• Assessment assesses students differently.

• Assessment includes student’ input design and revision .

• Assessment monitors progress continually in order to provide feedback and

individual’s growth and progress.

At Kempton campus students are assessed differently because a trimester is too short

for a lecturer to assess four subjects offered. If students can be left to learn at their

own pace and be taught differently, assessment would change. Maybe we should

look at the way teaching methods are selected for drawing, the availability of

teaching resources and whether they are sufficient to carry the information to the

learners.

Parents, too, need to be kept informed of their children’s progress in school and

encouraged to participate in school activities. According to Matthay (1995:13), the

following are suggestions that will encourage parental involvement in schools:

• Let parents know the expectations for homework and what students are expectedto accomplish.

As outlined earlier, (on page 15 section 2.1) that 5 out of 25 of students have already

quitted Drawing N2 in the second trimester of 2004. This shows that parents do not

have the knowledge about what is expected from their children. They need to be

made aware of the value of homework, that the homework does not only help the

38



learner to master the content, but also helps to keep the learner in touch with the

classroom.

2.15 CONCLUSION

What has already been discussed in Chapter 2 of this study are the factors that

determine academic performance in a teaching and learning situation. After reading

various implications, ways, problems and difficulties of the learner in a didactic

situation, it is clear that the factors discussed are interrelated.

Staff development needs to be conducted continuously in order to keep up with

changing technology. Students need to be motivated in order to have interest in what

they do. Management needs to be up-to-date with what happens in the classroom.

Parents need to be involved in their children's studies. The next chapter discusses the

historical background of Kempton campus before and after the merging process and

the methodology that the researcher will use to answer questions on poor

performance in Drawing N2.

39



CHAPTER THREE

EMPIRICAL INVESTIGATION, RESEARCH DESIGN AND RESULTS

3.1 INTRODUCTION

This chapter introduces and explains the research methodology applied in this study.

The relevant background of Kempton campus is discussed purely with reference to

the academic performance of Drawing N2 to suit the research methodology and the

approach selected. It also gives a detailed explanation of how the population and

sample was chosen and how representative the sample was.

3.2 HISTORICAL BACKGROUND OF KEMPTON CAMPUS

3.2.1 Admission criteria before the merging process

Kempton campus was founded 29 years ago in Kempton Park, it was known asKempton Park Technical College. It consisted of white students only from the

surrounding areas like Kempton Park, Benoni, Boksburg and Edenvale. The

admission criteria for N2 Mechanical level was Grade 10 with technical subjects,

including drawing, on secondary level.

If a learner had done drawing without a relevant trade subject, then that learner was

enrolled on the N1 level. Since most of the secondary schools in Kempton Park andthe surrounding areas are technical schools offering drawing, it was very easy for

students to enrol and cope in a mechanical field. The reason is that students came

from a drawing and a technical background on secondary level. The same admission

criteria were followed until the end of 2002.

40



3.2.2 Admission criteria after the merging process

The admission criteria at Kempton campus were altered with effect from the

beginning of 2003. This happened after the merging process with the adoption of the

new name, EWC. Since Kempton campus is now a multi-racial and a multi-cultural

campus with mostly black students, the admission criteria were altered in order to

accommodate everybody. The reason is that since the teaching profession serves the

society, then it must account to the society for its actions as said on page 2 in section

1.1.

If any student has passed Grade 10 and higher, he may enrol at any EWC campus. If

that student has done technical mechanical subjects in Grade 10 (including drawing),

then that learner can enrol on the N2 level. If a learner has done Mathematics and

Science, excluding technical trade subjects, then that learner will have to enrol on the

N1 level.

As discussed in section 1.1 on page 3 of this study, most of our students come fromas far as Limpopo Province, having taken subjects such as History, Agriculture and

Geography. In this case they are enrolled for our Orientation Programme (level

before N1). Most of them are adolescents, where they find themselves in a situation

whereby their obligations towards learning are replaced by obligations towards the

society (as said on page 2, section 1.1). Peer pressure and socialisation becomes

effective.

3.3 CAMPUS FACTORS

3.3.1 Campus management before the merging process

Kempton College consisted of a principal, a head of division, four senior lecturers

and nineteen junior lecturers in the Engineering Department. Rules and regulations

used before the merging process were unique for each campus. College rules may

41



not only be strict and rigid, but also punitive and unnecessary (as stated on page 28

section 2.10.2). Yet, it seems that the rules at Kempton campus led to favourable

results.

Students who were absent for 10 consecutive days or more having less than 40% for

a term mark, were not allowed to sit for the examinations. This forced students to

attend and work hard. Immediately when there is such a positive reinforcement in

learning, the institution’s vision becomes alive and deeply embraced (as said on page

18 section 2.2). At that time, academic performance in Drawing N2 was not a

problem.

3.3.2 Campus management after the merging process

There is currently only one principal for EWC and each campus has a campus

manager. The rules and regulations are the same at all the campuses. If a student

enrols for a course, he/ she will write the national examinations unless the student is

absent for 10 days in succession. It means that if that student has attended one day

every week of the trimester, that student still qualifies to sit for the exams if the feesare paid.

This in turn discourages discipline, because classroom discipline can also be the

main cause of poor academic performance as stated on page 24 section 2.7. Learners

who learn better by competing with fellow classmates might loose their confidence.

3.4 RESEARCH METHODOLOGY

The background of the study as set out in chapter one was to determine factors

resulting in poor performance of Engineering Drawing N2 in EWC Kempton campus

as of May 2003. The main reason being that Drawing N2 results and enrolment

figures at Kempton campus have been dropping since May 2003. Chapter two gives

a detailed discussion of the literature review on factors determining academic

performance in a didactic situation.

42



This chapter is devoted to the empirical investigation, research design and results.

The study uses both the qualitative and the quantitative research design methods.

Qualitative research is seen as a multi-perspective approach to social interaction

aimed at describing, making sense of, interpreting or reconstructing this interaction

in terms of the meanings that the subjects attach to it (as said on page 6 section

1.5.1). Quantitative research, on the other hand, is a research methodology that seeks

to quantify the data and typically, applies some form of statistical analysis as

outlined on page 6 section 1.5.1. Three days were spent at each campus during the

research process, observing lessons, conducting interviews and distributing

questionnaires.

Bar, table and pie charts were used to analyse the descriptive data. The second part

concentrates on data collection, sampling techniques, sample size and the

instruments used in this study.

.

3.5 POPULATION AND SAMPLE

3.5.1 Population

The population is all the students doing Drawing N2 (110 students) at each campus

during the second trimester of 2004, as well as nine Drawing lecturers. The total

number of the population is 119 and consisted of students and Drawing lecturers.

TABLE 3.1: An illustration of the population of Drawing N2 students and lecturers.

N= 119 N2 classes formed

Number of students

Number of Drawinglecturers

Tembisa 1 29 2

Kathorus 1 25 2

Germiston 2 31 3

Kempton 1 25 2

43



3.5.2 Sample

Random sampling was used to select forty (40) Drawing N2 students, ten (10) from

each campus, to participate in the research. That is, seven N2 students from each

campus, plus three N3 from each campus. All nine Drawing lecturers were also part

of the sample.

The researcher made use of systematic random sampling in order to give every

member of the population an equal chance of being selected as part of the sample.

The sample consisted of both black and white males and females taking Drawing N2.

Therefore, three of the ten Drawing students who took part in the sample were N3

Drawing students who had attended Drawing N2 the previous term. The ages were

between 16 and 26. The teaching experience of the Drawing lecturers offering

Drawing N2 was also a criterion.

3.6 DATA COLLECTION TECHNIQUES

3.6.1 Questionnaires

Questionnaires were one of the instruments used to obtain information for the

research. A total of forty-nine (49) questionnaires were handed out to both the

Drawing students and the Drawing lecturers at all the campuses. Forty (40) of thosequestionnaires were handed out to students taking drawing, twenty-eight (28) to N2

Drawing students, and the remaining twelve (12) to N3 Drawing students with

Drawing N2 experience. The other nine (9) questionnaires were handed out to

Drawing lecturers.

The management of EWC campuses requested that all Drawing lecturers, complete

and hand in their questionnaires. Students' and lecturers' questionnaires had a letter

44



attached, requesting participants to assist the researcher in the project (See Appendix

A and Appendix B). Questionnaires handed out to Drawing N2/ N3 students

consisted of fifteen questions. Twelve of the fifteen questions were closed questions,

whereas the three other questions were open-ended questions in which students had

to express themselves in more detail.

The first part of the students’ questionnaires required demographic information,

which included information like gender, age, level and the name of the campus.

Questionnaires that were handed out to Drawing lecturers had five closed questions.

The first part also included information like name of the campus, level that a lecturer

offers, gender and the years of experience in teaching Drawing N2.

3.6.2 Observation schedule

Certain research questions can best be answered by observing how people act and

behave during the normal course of their working day. Prior arrangements were

made with The Head of Divisions from the four campuses in order to notify Drawing

N2 lecturer(s) of the day and time of the classroom visits. Observations wereconducted in Drawing classrooms at each campus. A validated and reliable teachers’

evaluation form was used during the classroom observations (See appendix D). The

Head of Division of Kempton campus supplied this form. It is a schedule which is

used during formal class visits.

3.6.3 Interviews

Eight individual interviews were conducted with Drawing lecturers. Two of these

lecturers were from each of the four campuses. Drawing lecturers were chosen for

the interview because they are the ones who know exactly what happens in the

teaching and learning situation in the classroom. See Appendix C for the interview

questions. The interviews did not exceed fifteen minutes and they lasted more than

five minutes.

45



3.7 DATA PRESENTATION AND ANALYSIS

3.7.1 Descriptive statistics on response rates

Descriptive statistics are used to summarise the data and to make it easier for the

reader to understand. It also shows how the sample represented the population. The

research sample, which was comprised of the students and lecturers, included more

of males than females. All Drawing lecturers were males as they dominate in the

Drawing department.

Out of the forty Drawing N2 students who received questionnaires, thirty-seven

participants completed and returned the questionnaires. All twelve N3 students’

questionnaires were returned. This constituted a 93% response rate from the

students. The researcher personally collected the questionnaires from all

participants.

Survey response of Drawing students

Total population : 110 Drawing N2 students.

Total sample : 40 Drawing students (36% of the population).

Response rate : 37 students, (92,5%).

Non-response rate : 3 students, (7,5%).

46



FIGURE 3.1: Drawing students' response rate

Survey response of Drawing lecturers

Total population : 9 Drawing lecturers.

Total sample : 9 Drawing lecturers (100% of the population).

Response rate : 8 Drawing lecturers (89%).

Non-response rate : 1 Drawing lecturer (11%).

FIGURE 3.2: Drawing lecturers' response rate

3.8 ANALYSING QUESTIONNAIRE RESPONSE OF DRAWING

STUDENTS

3.8.1 Analysing questionnaire response of Drawing N2 students

4037

3

NUMBER OFDRAWINGSTUDENTS

RESPONSERATE

NON-RESPONSERATE

98

1

NUMBER OFDRAWINGLECTURERS

RESPONSERATE

NON-

RESPONSERATE

47



Questions directed to Drawing N2/ N3 students are recorded in APPENDIX A.

FIGURE 3.3: Importance of drawing in a mechanical field.

Learners were requested to indicate the extent to which they agree with the

importance of drawing in a mechanical field. The responses are shown in Figure 3.3

below

The above figure shows that the majority of students (64%) see the importance of

drawing in a mechanical field. Therefore the remaining 36% can be easily motivated

to realise the value of drawing.

FIGURE 3.4: The environment in which drawing is attended is conducive/ suitable to

learning.

The environment for learning should be conducive to learning. Learners were asked

the extent to which they agree that their learning environment is conducive to

learning. Figure 3.4 shows the response:

64%

36%

TOTALLY AGREE

AGREE TO ACERTAINEXTENT

48



65%

23%12%

TOTALLY AGREE

AGREE TO ACERATINEXTENT

DISAGREE TO ACERTAINEXTENT

The above figure shows that only 65% of the Drawing students are convinced that

the Drawing environments are suitable for learning. The remaining 35% have a

serious problem that could result in the poor academic performance.

FIGURE 3.5: The time schedule for Drawing N2 syllabus.

Students were asked the extent to which they agree that the time schedule for

Drawing N2 is enough to complete the syllabus. Figure 3.5 below shows their

response rate:

The above figure shows that 59% of students do find the time allocated for Drawing

N2 enough for them to complete all the tasks. This leaves 41% of students not

having enough time to complete all the tasks. This could have a serious impact

because 41% students will have been used to submitting unfinished projects.

59%30%

11%

TOTALLY AGREE



49



FIGURE 3.6: The relevance of the Drawing N2 syllabus to the trade subject.

Students were asked to which extent is the Drawing N2 syllabus relevant to their

trade subjects. Figure 3.6 shows their response rates:

The above figure shows that 28% of students are not sure about the connection

between drawing and the trade subjects. When these students enter for their exams

without knowing the relationship between drawing and their trade subjects, their

failure rate affects the College.

FIGURE 3.7: A role that Drawing instruments play in completing Drawing tasks.

To what extent do Drawing instruments play a role in the completion of Drawing

tasks? This is how the students responded:

60%28%

12% 0%

TOTALLYAGREE


DISAGREE TOA CERTAINEXTENT

TOTALLYDISAGREE

72%

24%4%

TOTALLY AGREE



50



The above response shows that 24% of the students do not fully agree that

instruments play a role in passing Drawing N2. The remaining 4% disagree to an

extent and this might lead to the other 72% being de-motivated in bringing their

instruments to class, because they see fellow classmates not having any instruments

at all.

TABLE 3.2: An illustration of the views of students in the choice of subjects.

Students were asked whether they take drawing because of not having any other

option. The following table shows their responses:

N= 25 Raw score %

Totally agree 19 76

Agree to a certain extent 4 16

Disagree to a certainextent

2 8

Totally disagree 0 0

The response shows that 76% of the students enrol for drawing simply because they

had no other choice. This might result in students not putting more effort into

drawing, because they do not see any use in taking drawing.

TABLE 3.3: An illustration of the views of students on whether their parents have

any say in choosing subjects and careers.

Students were asked whether their parents have a say in their subject choice. Table

3.3 shows their responses:

51



N= 25 Raw score %

Totally agree 13 52


Disagree to a certain

extent

4 16


Table 3.3 shows that 52% students totally agree that parents still have a voice in their

subject and career choice. This leaves teachers with the task of sharing relevant

information on subjects and careers before classes commence.

TABLE 3.4: Campus resources and equipment for Drawing N2.

Students were asked whether their campuses have the necessary resources or

equipment for Drawing N2. Table 3.4 shows their responses:

N= 25 Raw score %

Totally agree 16 64


Disagree to a certain extent 1 4


The above response shows that 64% totally agree that their campuses have the

necessary resources for drawing. But since it is proved in Figure 3.3 that 36% of

students do not see the importance of drawing in the mechanical field, they might as

well not know the required resources that they need.

TABLE 3.5: The affordability of Drawing N2 instruments.

Students were asked whether they can afford all the necessary Drawing equipment.

Table 3.5 shows their responses:

52



N= 25 Raw score %

Totally agree 4 16




Table 3.5 shows that most Drawing instruments are affordable to students.

General questions directed to N2 Drawing students about drawing content

knowledge.

FIGURE 3.8: The need for N1 or secondary level drawing background.

Students were asked whether a drawing background from the N1 or secondary level

is necessary in order to understand Drawing N2. Figure 3.8 shows their responses:

The above figure shows that the majority of students (72%) need drawingbackground knowledge on drawing before doing Drawing N2. This shows that

students' previous drawing results need to be checked according to the campus

admission requirements before they enrol.

72%

28%0%

YES

NO

53



FIGURE 3.9: The Drawing lecturer's knowledge of drawing.

Students were asked whether their Drawing lecturers are knowledgeable in drawing.

The figure below shows their responses:

Most students (96%) are satisfied with the knowledge and experience of their

Drawing lecturers, as illustrated on the figure above.

TABLE 3.6: The relevance of exercises and examples in a Drawing textbook.

Are the exercises and examples found in the Drawing N2 textbook practical and

relevant to the Drawing N2 syllabus? Table 3.6 shows the students' responses based

on the above question:

96%

4% 0%

YES

NO

N= 25 Raw score %

Yes 16 64

No 9 36

The above table shows that 64% of students are not too worried about the exercises

and examples found in the prescribed textbooks. This might be because of the mere

fact that because drawing does not make sense to their trade subject, they see no need

to be concerned about exercises in the book.

54



Open questions to N2 Drawing students

1.4.1 60% of the learners said that the lack of commitment and proper motivation

make students fail or quit Drawing N2. 40% said that students fail because

drawing is boring. This shows that students are not adequately motivated in

class. Lecturers need to find ways to get students actively involved in the

learning process in order to stimulate interest in Drawing N2 as said on page

15 section 2.2 of this study.

1.4.2 72% of the students said that they would invite relevant people from industry

to come and share the information on the importance of Drawing N2 if they

were lecturers. 20% of the learners said that they would introduce in

Drawing models so that students could see how competent they could be in

drawing. 8% of the learners said that they would increase the duration of the

Drawing lessons.

Section 2.8.1 on page 25 of this study outlines clearly that planning andimplementing a Mathematics, Science and Technology programme requires the

support of a broad range of stakeholders who share a vision of what is needed to

create an effective inquiry-centred approach for learners. Therefore, whenever such

people are introduced to students, they will understand exactly what is needed before

they choose subjects.

1.4.3 92% of the learners are not convinced that drawing is important to theireveryday lives. 8% agreed that drawing is relevant to their everyday lives,

but they could not elaborate on the relevancy. This is because students lack

the relevant motivation and support that the above statements mentioned.

55



3.8.2 Analysing questionnaire response of Drawing N3 students

TABLE 3.7: The importance of drawing in a mechanical field.

Learners were requested to indicate the extent to which they agree with the

importance of drawing in a mechanical field. The responses are shown in figure 3.7:

N= 12 Raw score %

Totally agree 11 92




The above table shows that the majority of N3 Drawing students (92%) agree that

drawing is important in a mechanical field. This might be for the fact that their trade

relates better to the field than the N2 trade subject.

FIGURE 3.10: The environment in which Drawing N2 is attended.

The environment for learning should be conducive to learning. Learners were asked

the extent to which they agree that their learning environment is conducive to

learning. Figure 3.4 shows their responses:

58%

42%

TOTALLYAGREE


56



Figure 3.10 illustrates that 58% of Drawing students are satisfied with the

environment in which drawing is offered. But still 42% of the N3 students do not

feel comfortable about the environment in which drawing is attended and this could

have a bad influence on other classmates.

FIGURE 3.11: The time schedule for Drawing N2 syllabus.

Students were asked the extent in which they agree that the time schedule for

Drawing N2 is enough to complete the syllabus. Figure 3.11 below shows their

responses:

The above figure shows that 66% of students still find it difficult to complete the N2

syllabus due to time constraints. This could imply that the method of presentation,

the availability of resources and instruments could have an effect in the class.

FIGURE 3.12: The relevance of Drawing N2 compared with trade subject.

Students were asked to which extent is the Drawing N2 syllabus relevant to their

trade subjects. Figure 3.12 shows their responses:

66%17%

17% 0%

TOTALLYAGREE



57



75%

17%8% 0%

TOTALLYAGREE



The above figure illustrates that 75% of the N3 students are aware that drawing is

relevant to their trade subjects. This is because N3 students are in an advanced level

in which their trade subjects are linked directly to Drawing N3 contents.

FIGURE 3.13: A role that Drawing instruments play in completing Drawing tasks.

What role is played by Drawing instruments in completing Drawing tasks? This is

how the students responded:

The above results illustrate that 75% of N3 students see the need of having Drawing

instruments to complete Drawing tasks successfully.

FIGURE 3.14: Choosing Drawing N2 above other subjects.

75%

25% 0%

TOTALLYAGREE


58



Students were asked whether they take drawing because of not having any other

option. Figure 3.14 shows their responses:

Figure 3.14 shows that 25% of students took drawing because it is part of the N2

level package. This might discourage them whenever they have to practice Drawing

N2.

FIGURE 3.15: Students' views on their parent's say on their choice of subjects and

careers:

Students were asked whether their parents do have a say in their subject choice.

Figure 3.15 shows their responses:

75% of Drawing N3 students totally agree that their parents do have a say in their

subjects and career choice. This means that parents might be pushing their children

to enrol for courses of which they have never heard. This might cause drawing to be

boring subject.

25%

17%17%

41%

0%0%0%

TOTALLYAGREE



TOTALLYDISAGREE

75%

8%8% 9% 0%

TOTALLYAGREE


DISAGREE TO

A CERTAINEXTENT

NORESPONSE

59



FIGURE 3.16: Campus resources and equipment for Drawing N2.

Students were asked whether their campuses have the necessary resources or

equipment for Drawing N2. Figure 3.16 shows their responses:

The above results show that the Drawing equipment or resources available in each

campus are adequate.

FIGURE 3.17: The affordability of Drawing N2 instruments.

Students were asked whether they can afford all the necessary Drawing equipment.

Figure 3.17 shows their responses:

41%

42%

17% 0%

TOTALLYAGREE


DISAGREE TOA CERTAIN

EXTENT

17%

17%

41%

25% 0%

TOTALLYAGREE



TOTALLYDISAGREE

60



The above results shows that 17% of students can afford buying all the Drawing

equipment and instruments needed. This leaves the rest of the students without

Drawing instruments, and this can result in theft of Drawing instruments.

General questions directed to N3 Drawing students about drawing content

knowledge.

FIGURE 3.18: The need for an N1 or secondary drawing background.

Students were asked whether the drawing background from N1 or the secondary

level is necessary in order to understand Drawing N2. Figure 3.18 shows their

responses:

The above figure shows that 100% of the N3 Drawing students see the need of

having a background in drawing at N1 or previous levels before enrolling for

Drawing N2.

FIGURE 3.19: The Drawing lecturer's knowledge of drawing.

Students were asked whether their Drawing lecturers are knowledgeable about

drawing. Figure 3.19 shows their responses:

100%

0%0%

YES

NO

61



92%

8% 0%

YES

NO

From the above results, 92% of Drawing N3 students are satisfied with the

knowledge and the experience that their Drawing lecturers have.

TABLE 3.8: The relevance of exercises and examples in Drawing textbooks.

Are the exercises and examples found in a Drawing N2 textbook practical and

relevant to the Drawing N2 syllabus? Table 3.8 shows the students' responses:

N= 12 Raw score %

Yes 8 67

No 4 33

The above table illustrates that 67% of the Drawing N3 students see the relevance of

exercises and examples found in their prescribed textbook.

Open questions to N3 students

1.4.1. 100% of the N3 Drawing students emphasised that lack of commitment and

direction make students fail or quit Drawing N2. This might be because most of

these learners are in their adolescence where their obligation towards learning is

replaced by obligations towards society (as said on page 2, section 1.1 of this study).

62



Therefore, the teacher is accountable to the society for his actions since the teaching

profession serves the society as said on page 2 section 1.1 of this study.

1.4.2. 91.67% of the N3 Drawing students said that if they were Drawing lecturers

they would organise Drawing models in order to make learning easy for the students.

8.33% of students said that assessment should be altered in order to accommodate

those who take drawing for the first time.

This shows that not enough Drawing models are available on the campuses. This

creates a problem because the school is established to supply systematic and

educative teaching and learning under the guidance of academically and

professionally trained teachers by means of norms and ideals and for the sake of

responsible adulthood in the community, (see page 2 section 1.1 of this study).

Therefore, when the classroom is not conducive to learning, students might not

perform in class.

1.4.3. 66.67% of students said that if relevant people from industry were invited to

share information on drawing with them, they would be able to see whether or notdrawing is relevant to their everyday lives. As shown in Figure 3.7 on page 50 of

this study, students are not receiving extrinsic motivation that will help them in their

subjects and courses.

3.9 ANALYSIS OF QUESTIONNAIRES DIRECTED TO DRAWING

LECTURERS

Questions given to Drawing lecturers are found in APPENDIX B.

FIGURE 3.20: Drawing workshops.

Drawing lecturers were asked how often Drawing workshops are held on their

campuses. The figure below shows their responses:

63



Drawing lecturers were asked if they are qualified in offering Drawing N2. The

following figure shows their responses:

The above figure shows that Drawing lecturers are qualified and knowledgeable in

Drawing N2.

TABLE 3.9: The syllabus, textbooks and the scheme of work for Drawing N2.

Drawing lecturers were asked whether they have a scheme of work, syllabus and the

relevant textbooks for Drawing N2. Table 3.9 illustrates their responses:

100%

0%0%0%0%0%

TOTALLYAGREE



TOTALLYDISAGREE

N=8 Raw

score

%

Totally agree 8 100




The above table shows that all lecturers have the correct and similar scheme of work,

syllabus and the prescribed textbook at all campuses.

FIGURE 3.23: The help that models, charts and relevant equipment offer in drawing.

65



Drawing lecturers were asked whether models, charts and relevant equipment help

in offering Drawing N2. Figure 3.23 shows their responses:

The above response shows that 60% of Drawing lecturers agree that models, charts

and other relevant equipment help in a Drawing class.

LECTURERS COMMENTS

0

20

40

60

80

1 2

RESPONSE

P E R C E N T

TOTALLYAGREE


• 75% of Drawing lecturers said that students' lack of Drawing equipment plays a

major role in learning. What is said in section 2.13 on page 31 of this study is

that Engineering Graphics and Design have a certain importance, like developing

skills to solve technological problems related to Engineering Graphics and

Design. Therefore it seems that students do not know the impact that drawing

has in technological change.

• 25% said that the lack of drawing experience causes major disappointing

performance.

3.10 OBSERVATION

A class visit report schedule was used in classroom observation (see APPENDIX D).

The researcher was accompanied by the senior lecturers of each campus during

classroom observations. The researcher and each senior lecturer from each campus

picked up the following during observations:

66



3.10.1 Lecturers' presentation of the learning content

The lesson presentation was satisfactory because every lesson linked the previous

activity with the present activity. Both Drawing lecturers taught on the learners'

level of understanding. The language used was clearly understood by all students.

Some African language explanation was used for the slow-learners and not in

delivering the content since the medium of instruction in the entire college is

English. This African language was a blessing to the students with language

problems, because it is said on page 21 section 2.5 of this study that an African

language is said to be a language of understanding.

The Germiston and Kathorus campuses are the only campuses offering CAD

(Computer Aided Draughting). This is a computer program that enables students to

draw using a computer. The advantage of this program is that students need to be

computer literate in order to draw. And as soon as they are computer literate, then

they can finish whatever is given to them very speedily.

The Germiston and Kathorus campuses are the only campuses that have enough

teaching media like charts, projectors, Drawing models and advanced transparencies

having various colours that explain contents with ease. The students' participation in

all four campuses was good, especially in doing the tasks given to them. Some were

trying in poor conditions, e.g. where half of the class had no instruments and no

display boards (where Drawing models are kept) were used.

3.10.2 Lecturers' preparation of lessons

Lecturers' presentation of lessons showed that they have prepared beforehand. Their

confidence and personalities shared the sentiments outlined on page 19 in section

2.4.1, that the teacher's personality and his professional competence are the co-

determiners of the meaningful course of the didactic activities. Their preparedness

67



showed that they were familiar with the content and the teaching materials as stated

on page 26 of this study, in section 2.9.

3.10.3 Subject and personal files

All lecturers' subject and personal files were up-to-date with all the necessary

information inside. Subject circulars, syllabus and scheme of work were all filed

accordingly. It came as a surprise when lecturers' files at Kempton and Tembisa

campuses contained no class visit reports, seeing that classroom visits are conducted

regularly.

General remarks

It was found that all Drawing lecturers in all the campuses have a sound

knowledgeable of drawing. Germiston and Kathorus are the only campuses applying

the OBE approach when delivering the content. All the classroom observations were

successful.

3.11 INTERVIEWS WITH DRAWING LECTURERS

This section provides a transcribed summary of the interview results with the

Drawing lecturers. Similar questions were asked to lecturers using a semi-structured

interview schedule.

Time available for lecturing Drawing N2 per trimester

The Germiston and Kathorus campuses are the only campuses that find the time for

teaching Drawing N2 sufficient, even for revision. This was said because they offer

CAD programmes and they have the necessary Drawing equipment. One lecturer

from Germiston said the following after he had been asked if he is satisfied with time

available for teaching N2 Drawing:

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" Yes, I am, for as long as we can finish the syllabus then I am convinced that time is

enough."

One lecturer in Kempton campus said the following after he had been asked whether

he is satisfied about the time:

" Time is very short, especially when students take out their Drawing instruments,

they are too slow"

The drawing background of the students based on the topic of the day

Lecturers agree that N2 students have the relevant drawing background. After being

asked whether his students showed any previous knowledge in drawing, a Tembisa

campus lecturer said the following:

" Yes, especially the students who are from N1 and those doing Drawing N2 for a

second time, but they showed lack of interest."

If lecturers notice signs of laziness in their classes and ignore it, students will

eventually do nothing at all and their results will be affected, because classroom

discipline and management can be the cause of poor academic performance as stated

on page 24 section 2.7 of this study.

When are students given individual attention?

Lecturers do not have enough time for individual consultations in the drawing class.

They say that it depends on the number of students and how many of those students

have background knowledge. One lecturer from Germiston campus said the

following:

" We normally create another class whenever we have a lot of students; in this sense

we avoid overcrowded classrooms and they are easily managed."

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On page 29 section 2.10.2 of this study, it is mentioned that at Kempton campus, we

enrol up to 37 learners in each class. If 60% of the learners in a drawing class are

doing Drawing N2 for the first time, then going from desk to desk to help students

will not be easy.

What would you make the ideal duration of the Drawing N2 syllabus?

The Germiston and Kathorus campuses are satisfied with the time available N2

Drawing because they said that if they can include revision, then it is adequate. At

the Kempton and Tembisa campuses, they suggest an increase in the hours for

teaching Drawing N2. A lecturer from Kempton campus said the following when

asked for his personal input on time needed for Drawing N2:

"I wish I could extend the time that we offer Drawing N2, but I think 2 hours would

be better from Monday to Thursday, Friday should be used for the students to do

revision and tasks."

This proves what was said on page 33 section 2.14.1.1 of this study that before the

teacher plans a lesson, he should ask himself questions like: is the learning process

appropriate to the students' present skill of development and preferred learning

styles? This adds to what was already said in section 1.1, on page 3 of this study,

that most students at Kempton campus come from rural areas where drawing is not

yet fully introduced. Therefore, sufficient time will be of great importance to these

learners.

When is the academic performance of students discussed?

The Drawing lecturers meet very often to discuss the students' academic

performance. Even though meetings are often held when the results are problematic,

these discussions are worth while. After being asked how important these

discussions are, one lecturer from Kathorus said the following:

70



" It helps us improving the way we approach a lesson."

This promotes effective teaching as said on page 19 section 2.4.1 of this study. In

this way the teacher develops good subject knowledge, good lesson planning and

improved teaching skills.

What can be changed in the existing N2 Drawing syllabus?

Most lecturers suggested that the syllabus be left like it is but that Drawing models

be added in order to bring about meaningful learning. One lecturer from Kathorus

campus said the following concerning the existing Drawing N2 syllabus:

" Change it to the manner that will prepare our kids a place in industries."

This can only be possible when relevant people from industries are invited to inform

students about the current developments in the industry that relates to drawing. Page

25 in section 2.8 of this study, says that support of a broad range of stakeholders whoshare a vision of what is needed to create an effective inquiry-centred approach for

learners is needed. This will be one of the ways of keeping up with the current

developments in industry.

What can be done to improve the EWC township campuses?

Lecturers say that the EWC campuses in townships need to be supplied withrelevant resources and be “beefed-up” with strong security. One of the lecturers who

is based at a township campus said the following:

" Since we have merged, remove all the lessons that need a lot of expensive resources

to the urban campuses within the EWC."

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Page 16 of this study in section 2.2 states that students cannot be easily motivated to

learn if they are in a chaotic atmosphere. It further states that classrooms should be

organised and managed as an effective learning environment.

Does drawing make sense to the students and why?

In responding to the above question Drawing lecturers do not believe that drawing

makes sense to students. One lecturer from the Kempton campus said the following:

" Students think that their trade subject is the only one that matters. Most of them

never fail trade subjects, so they need to be taught about the importance of drawing."

If students are made to understand the importance of Drawing N2 in industry as

mentioned on page 31 section 2.13, their attitudes would be positive. Drawing N2 is

important to learners and gives them opportunities to go into the fields like Design

Draughting and Electrical Draughting as stated on page 32 in section 2.13 of this

study.

Did the merging process affect the academic performance of Drawing N2

students?

According to the lecturers’ responses, the merging process did affect the students'

academic performance. They said that rules and regulations have changed a lot and

that they are now too learner-friendly. After being asked about whether the merging

process had an effect on the drop in the college results, a lecturer from the Germistoncampus said the following:

“ Students are aware that by paying the fees, they are guaranteed a place in the

exams, therefore they attend as they wish. The merging process does have an effect

on the results.”

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It is said on page 28 section 2.10.2 of this study that school rules and regulations may

not only be strict and rigid, but also punitive and unnecessary. If EWC continues

with the implementation of the new rules and regulations, there will be disciplinary

problems as stated on page 28 section 2.10.1. Rules need to be altered so that they

will encourage and force learners to learn.

How are your enrolment figures in Drawing N2 as compared to in years before

May 2003?

The Tembisa and Kempton campus have experienced problems with Drawing N2

enrolment figures. They indicate that there was a decrease in the enrolment figures.

One lecturer from Kempton campus said the following after being asked about

Kempton’s Drawing N2 enrolment figures:

“ Our enrolment figures have dropped dismally. I used to have two Drawing N2

classes, but now I have one Drawing N2 class with seventeen students.”

A Drawing lecturer from Germiston campus said the following in response to theabove question:

“ Students enrol in numbers and for the record we have even asked one of the

previous N3 student to assist in teaching one Drawing N2 class”

This is because students at the Germiston campus have a choice in a drawing field.

Some enrol for a CAD program and others enrol for Drawing N2. When theysucceed in Drawing N2, they are allowed to enrol for a CAD program, which allows

them to pass Drawing N2.

Do you and your colleagues enjoy lecturing Drawing N2?

Only lectures on campuses where the CAD program is offered, that is, Germiston

and Kathorus campuses, enjoy lecturing Drawing N2. Lecturers on the Tembisa and

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Kempton campuses are not satisfied. One lecturer from Tembisa campus said the

following:

“ Yes we do enjoy offering Drawing N2, because even when results are down we

come together and try harder the next time.”

A lecturer from Germiston said the following:

“ Drawing can only be enjoyed when results are good, so from my side, I am quite

impressed.”

It is said on page 36 of this study in section 2.14.1.3 that teachers should always

prepare and decide what is it that needs to be taught to the learner, but must be given

a starting point. This starting point could be relevant resources that other campuses

need in order to make learning meaningful to the learner.

3.12 CONCLUSION

The chapter entails the historical background of Kempton campus, data-collecting

instruments, a target population, sampling methods, sampling size, data collection

techniques and statistical methods used. It is very clear that campuses that do not

perform well in Drawing N2 have different problems, but most of the findings

indicate disciplinary problems. In the next chapter the research findings will be

discussed in more detail.

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CHAPTER FOUR

FINDINGS, DISCUSSIONS AND GUIDELINES FOR IMPROVING

DRAWING N2 RESULTS

4.1 INTRODUCTION

The results obtained from the previous chapter indicate that the academic

performance is not only determined by teacher factors, but also by the students, the

society and the parents that bring students to College. Section 2.7.1 of page 24 of

this study state that the society too, must bear its share of the responsibility for the

performance of learners at school. This chapter presents the major findings,

discussions and guidelines of the study.

4.2 FINDINGS OF THE STUDY

4.2.1 Students' obstacles in Drawing N2

Both the N2 and the N3 Drawing students are not aware of the importance of

drawing in the mechanical field. Some of them still find the environments in which

they attend drawing not suitable for learning. None of the Drawing students find the

time allocated for Drawing N2 enough to complete all the Drawing tasks given to

them. Others still do not buy Drawing instruments and continue right through theend of the trimester without any instruments.

This puts the lecturer in an awkward position, because he will have to work with

them even when they do not have Drawing instruments. Some of these students do

not buy Drawing instruments because they have enrolled for Drawing N2 since it is

part of the Mechanical package and not because of interest or knowledge of the

subject. They just concentrate on their major subjects like Motor Mechanics, Fitting

75



and Machining, Aircraft Maintenance. They are not aware that drawing is also

needed for future Mechanical Engineers.

Since most of these students are aged between 16 and 26, their parents still play a

role whenever they have to choose courses and subjects. Some of them are forced to

do drawing because their parents told them that drawing is essential. This becomes a

problem because that student learns something that he has never heard about.

This continues to be more of a problem when these students attend in classrooms

without any Drawing models. They attend class in a room that does not even have a

Drawing poster on the wall. Learning becomes meaningless and boring. In some

campuses lecturers explained views of objects in an abstract way. Lecturers taught

for ten minutes explaining something that had never been seen in class. This caused

students to be passive in class. Even though drawing models and charts in EWC

campuses were not available, lecturers were trying their best to get the Drawing

lessons going.

People from the industries need to be invited to boost the morale of lecturers andstudents. This will be of great help to both the learners and the lecturers. Their

presence will explain how drawing is linked to the trade subject taught at a FET

College.

4.2.2 Lecturers' obstacles in a Drawing N2 class

EWC Drawing lecturers are exposed to Drawing workshops very often and find thatthese workshops are of great help. Going to workshops enable them to meet experts

in drawing, for an example examiners, moderators and other experienced Drawing

lecturers. They are also able to keep up with what happens in the industry. The only

problem is that whenever they attend these workshops, they find it difficult to

transplant this knowledge to learners who come to class without instruments.

Whenever lecturers have to demonstrate by a model, they find that there are no

Drawing models.

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When they ask for the models to be purchased, management takes a long time due to

the fact that EWC finances are run from Head Office at Germiston campus. This is a

result of the merging process. Even though Drawing lecturers are qualified to teach,

they find the admission requirements too learner-friendly. Students who have passed

Grade 12 with Mathematics and Science, without having taken drawing before, are

enrolled for N2 when they enrol for Mechanical studies with Drawing N2 being one

of the subject.

These students enrol for Drawing N2 for the first time and they find it difficult to

understand because they lack the N1 Drawing background. It becomes even worse

when these students are in a class of 37, because Drawing lecturers find it difficult to

give individual attention to them. This puts the lecturer in a difficult position,

especially when Drawing models, charts as well as instruments for students are not

available.

Drawing lecturers do not find the existing Drawing N2 syllabus a problem, but they

have suggested that it should be added to the N1 syllabus to ensure that students havesame knowledge about the N2 contents. They suggested that 30% of the N2 syllabus

be introduced in N1, because there are a lot of sections in N1 that are not for exam

purposes.

4.3 GUIDELINES FOR IMPROVING DRAWING N2 RESULTS

The marketing manager or the college's liaison officers need to consult with relevantcompanies for assistance to visit each EWC campus to enlighten students on the

importance of drawing. This will help the lecturers in motivating students,

especially when they will be lecturing without Drawing models. Students will know

that drawing is helpful and as soon as results improve, I hope that management will

assist in buying the necessary equipment for learners.

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Parents too will realise that their children practice drawing at home and if they lack

Drawing instruments, parents will pick it up easily. The campuses or EWC needs

Head Office to assist in getting at least T-squares (major ruler used in drawing

shaped like a T) and keep them at each campus. Students will not waste time when

they prepare instruments in comparison to taking instruments out of their bags. This

will not only save time, but students will appreciate the fact that they were assisted in

buying instruments.

Since Germiston and Kathorus offer CAD, it will be advisable if this programme is

offered on all of the EWC campuses. It is an expensive course that demands a lot of

computers. It should be offered on a campus that will have adequate security and is

within reach to students.

4.4 CONCLUSION

Drawing N2 is still a strange subject to most of the learners who are from rural areas.

This is clear as the campuses with difficulties in Drawing N2 are the ones that have a

high percentage of students from rural areas. When a lack of drawing backgroundcombines with disciplinary problems, good results are threatened. The following

chapter discusses the recommendations that the researcher believes will be of utmost

importance to the campuses with problems regarding Drawing N2.

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CHAPTER FIVE

CONCLUSIONS AND RECOMMENDATIONS

5.1 INTRODUCTION

The research findings of this study show that there is a lot of factors that result in

poor academic performance of Drawing N2 students on both Kempton campus and

other EWC campuses. Students enrol for drawing without relevant background

knowledge of the subject in relation to their trade. They continue to complete the

trimester without Drawing instruments. Drawing lecturers find it difficult to teach

overcrowded classes. They teach in classes where Drawing models are not available

and students also lack motivation.

5.2 RECOMMENDATIONS OF THIS STUDY

Input is needed from industries to make drawing meaningful to the students. Thiswill motivate the students to be motivated and they will know what to expect in the

world of work. New campus rules need to be revisited in order to motivate students

to study. The admission requirements need to be changed so that students who have

passed Grade 10/11 or 12 without having taken drawing are enrolled for an NC(OR)

program which is a level before N1.

EWC should work hand in hand with the parents to assist in getting expensiveinstruments for the students. These instruments will have to be kept safe at each

campus. This will reduce the delay that Drawing lecturers mentioned of students

wasting a lot of time when taking out Drawing instruments from their bags. Drawing

models, charts and other relevant resources need to be budgeted for and be kept in a

safer place at each campus.

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A CAD program needs to be introduced on one campus which has adequate security

and where can easily be reached. If needs arise, a sponsor could be looked for in

case the college budget will be affected because buying computers will not be cheap.

The existing scheme of work needs to be changed in order to introduce the easy

sections of Drawing N2 at N1 level. This will create enough time in N2 for

problematic sections in N2. Depending on the number of Drawing lecturers at each

campus, each lecturer needs to progress with his Drawing students from the lower

levels to the higher levels. This will help him know his students better and backlogs

will easily be identified.

Drawing classes need to be kept small to avoid overcrowded classrooms. This will

enable the lecturers to assist students individually and time management will be

enhanced.

5.3 FURTHER RESEARCH STUDY TO BE DONE TO CONTINUOUSLY

IMPROVE THE ACADEMIC PERFORMANCE OF DRAWING N2

As stated in Chapter 1 of this study that the main objective of this study was toidentify the factors that result in poor performance of learners in Drawing N2 on

Kempton campus and the other three EWC campuses, I believe that the objective of

the study has been achieved. It is apparent from the findings of this study that there

should be resources for Drawing N2 on each campus in order to create meaningful

learning in the class. Students need to be motivated at all times by inviting relevant

people from industries to share the importance of drawing in the industry.

Each campus should at least assist their students in getting instruments. These

instruments need to be left in a safe place at the campus and should be monitored by

Drawing lecturers. The syllabus of an NC(OR) level, that is a level before N1,

should be enlarged with the same N1 contents to create time for problematic sections

of the N2 syllabus in N1. Lastly, Drawing classrooms need to be organised in such a

manner that they are inviting for learning activities to take place. The following

research study is proposed:

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• The conceptual understanding of learners in Drawing N2 subject within the

classroom.

• The teaching and learning methods used in the Drawing N2 classes.

• The availability of necessary Drawing instruments at EWC campuses and their

impact on the students' performance in Drawing N2.

5.4 CONCLUSION

It is apparent from this study that school rules and regulations may not only be too

strict and rigid, but also punitive and unnecessary as said on page 28 section 2.10.2.

Students are now allowed too much freedom. They are no longer sent home when

they misbehave, but are allowed to remain in class. This in turn frustrates the

lecturer. Students enrol for courses that they have no knowledge of and this affects

the academic results. The researcher believes that learning occurs where there is

discipline.

That is why the researcher believes that the aim of education is the knowledge, notonly of facts, but also of values, and the object of education is to educate the young

ones throughout their lives.

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ANNEXURES

85



86



APPENDIX A

EKURHULENI WEST COLLEGE QUESTIONNAIRE

Enquiries Mr S.D Khoza 22 JULY 2004

Dear Student

Research Project: Academic performance of Engineering Drawing N2 students in Ekurhuleni West

College (EWC) in 2003.

Would you please assist the researcher in filling in the enclosed questionnaire regarding the above

mentioned title: the academic performance in Engineering Drawing N2 in EWC Kempton Campus as of

May 2003. Your assistance will be very much important, and not only to us in Kempton Campus, but also

to every learner in other EWC campuses doing Engineering Drawing N2. I will appreciate it if I can

receive them back not later than 2004, August the 7 th.

Your support will be very much appreciated.

Kind regards

S.D. Khoza (EWC), Kempton Campus, Engineering Department)



APPENDIX B


Enquiries Mr S.D. Khoza 22 JULY 2004

Dear colleague

Research project: Academic performance of Engineering Drawing N2 students in Ekurhuleni West

College (EWC) in 2003.

Kindly complete the enclosed questionnaire in connection with the academic performance in Engineering

Drawing N2 in EWC Kempton campus as of May 2003. Your assistance in this regard will not only

benefit the learners of Kempton campus, but of other EWC campuses offering Engineering Drawing N2. I

will appreciate it if I can receive them back not later that 2004, August the 7 th.

Hoping and trusting that your assistance will be of great importance to the College.

Yours faithfully

S.D Khoza (Engineering Department, EWC, Kempton Campus)



APPENDIX C

EKURHULENI WEST COLLEGE

(INTERVIEW QUESTIONS DIRECTED TO DRAWING LECTURERS)

ENQUIRIES Mr S.D. Khoza 22 July 2004

Dear colleague

In an attempt to investigate the factors resulting in poor performance in Drawing N2 students

at EWC Kempton campus as of May 2003, you are cordially invited to a research interview

based on the project. Having received back some of the questionnaires from your campus,

and observed your Drawing lessons, the researcher invites you to provide additional relevant

information to this study.

The interview should take a minimum of 8 minutes and a maximum of 15 minutes and will

be scheduled at a time and place that is convenient to you. Your decision to participate is

completely voluntary and comments made during interviews will in no way affect your grade

in this course.

Please note: All records of the content of your interview will be held strictly confidential.

Even though the researcher asks the permission to tape-record the session, individuals will no

be identified by names.

For further information on the research can be obtained from the researcher at 083 354 1942

or at EWC Kempton campus, Engineering department.

…………………………………. …………………

Participant’s signature Researcher’s signature

…………………………………. ………………….

Date Date



INTERVIEW QUESTIONS DIRECTED TO DRAWING LECTURERS

3.1 Having observed your Drawing N2 lesson earlier on, are you satisfied with the time that

you offer drawing?

3.2 When you were busy introducing a topic/ lecturing/ visiting each student, did they show

any background based on the topic?

3.3 While you are busy attending each student on his or her desks, do you have enough time

to do so?

3.4 If you were to decide on the lengths of Drawing N2 periods, how long would you make it,

and why?

3.5 Since you are not the only lecturer offering drawing at your campus, do you normally sit

with your colleagues or seniors to discuss your academic achievements or your downfalls?

3.6 If you do, how well does it help you as a professional and as a campus?

3.7 In your opinion as a lecturer, what is it that can be done to the existing Drawing N2

syllabus?

3.8 What is it, if any, can be done to improve other EWC campuses that are in townships?

3.9 Drawing as a subject, does it make any sense to students, and why do you say so?

3.10 Do you think that the merging process affects/ affected the academic performance in

Drawing N2?

3.11 How is Drawing N2 enrolment figures as compared to years before May 2003?

3.12 Do you and your colleagues enjoy offering Drawing N2, and why do you say so?




To be completed by a Drawing lecturer

2.1

2.1.1 Name of the campus : ………………………..

2.1.2 Level that you offer : ………………………..

2.1.3 Gender : ………………………..

2.1.4 Years of teaching Drawing N2 : ………………………..

2.2 Read the statement below, and respond by ticking the number of the response you feel is appropriate to

the statement.

1- Totally agree

2- Agree to a certain extent

3- Disagree to a certain extent

4- Totally disagree

STATEMENT RESPONSE

1 2 3 4

2.2.1 Drawing workshops are held very often in our

campus.

2.2.2 Students taking Drawing N2 in our campus have a

good background from their previous levels.

2.2.3 I am qualified and knowledgeable in Drawing N2.

2.2.4 We do have the relevant syllabuses, work-schemes

and textbooks for Drawing N2 in our campus.

2.2.5 Drawing models, charts and equipment help in

making students understand the subject.

Comments: ……………………………………………………………………………………………



……………………………………………………………………………………………

……………………………………………………………………………………………

Thank you

…………………………… …………………………..

Researcher (Mr Khoza S.D) Subject lecturer



To be completed by students doing Drawing N2 or N3

1.1

1.1.1 Name of the campus : ……………………………………….

1.1.2 Level (N2/ N3) : ……………………………………….

1.1.3 Gender : ……………………………………….

1.1.4 Age : ………………………………………

1.2 Read the statement below, and respond by ticking the number of the response you feel is appropriate

to the statement.

1- Totally agree

2- Agree to a certain extent

3- Disagree to a certain extent

4- Totally disagree

Drawing as a technical subject

STATEMENT RESPONSE

1 2 3 4

1.2.1 Drawing is important for a student in a mechanical

field.

1.2.2 The environment in which we attend drawing is

conducive/ suitable for learning.

1.2.3 We have enough time to cover the syllabus of

Drawing N2 in a trimester.

1.2.4 The syllabus of Drawing N2 is relevant to my tradesubject eg; Motor, Fitting, Electrical etc.



1.2.5 Doing Drawing N2 having all the required

instruments plays a major role in completing all the

tasks given to me.

1.2.6 I do/ did Drawing N2 because I did not have any

other subject to do.

1.2.7 My parents do have a say in my subject and career

choice.

1.2.8 Our campus has all the necessary resources or

equipment for Drawing N2.

1.2.9. Getting all the necessary Drawing N2 equipment

is affordable.

Comments: …………………………………………………………………………………………

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1.3 General questions directed to students about drawing content knowledge.

1.3.1 One needs a drawing background of secondary level or N1 in order to understand Drawing

N2. Y/ N

1.3.2 Our Drawing N2 lecturers are knowledgeable in drawing. Y/ N

1.3.3 Since drawing is a practical subject, do you think that the examples and exercises found in your

prescribed textbook, are practical? Y/ N

1.4 Open questions to students.

1.4.1 What makes students fail or quit Drawing N2?

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1.4.2 If you were a Drawing N2 lecturer, what would you do to ensure that students pass drawing N2 in

large numbers?

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1.4.3 Is Drawing N2 relevant to your everyday life in your society? If yes, explain how.

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Thank you

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Researcher (Mr Khoza S.D) Your lecturer

Eng Drawing Similar Study

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