By 

Datol, Ignatius G.School of Vocational and Technical Education 

Federal College of Education, Pankshin Plateau State, Nigeria

 & 

Simon M. YalamsSchool of Technical and Vocational Education

Faculty of Education and Liberal StudiesUniversity of Technology, Jamaica

Imperatives of Improvised Instructional Resource for Teaching and Learning of 

Technical Drawing 

Introduction• T.D. being an engineering language

is one of the foundation course for training TVET students into the fields of Engineering and Technology

• One subject different names, forms & functions:

T.D, Engineering Architectural Drafting Graphic Communication Engineering Graphics

Graphics Arts CAD -2D or 3D Modeling and

Simulation 3D Printing and Assembly

• T.D. is taught using physical instructional resources to illustrate concepts

• There is dearth of imported high-tech instructional resources for teaching T.D. in most schools in developing economies such as Nigeria.

Introduction cont’d.• There is a general apathy on the part of

teachers to initiate, improvise and use instructional materials (Ezegu 1989)

• Thus, T.D. is often poorly taught

• This results into continues decline in students’ performances in the subject at public schools and examinations

• Colleges of education are not spared in Nigeria

• Why should the teaching of T.D. continue

to suffer lack of instructional resources in the midst of vase available recyclable resources which could be harnessed and utilize to enhance learning of same?

• Why should T.D. teachers fold up their arms and continue to watch while students fail T.D. Exams at different levels such as:

SSCE NABTEB) NCE?

• What other means are there for improving teaching & learning and better still the performances of students in T.D.?

Purpose

• Investigate the extent to which improvisation of instructional materials is carried out by teachers of T.D. in Colleges of Education in the Central Education zone of Plateau State

• Improvise some T.D. learning resources using available recyclable scrap materials

• Determine the efficacy of the improvised T.D. materials through assessing and comparing students’ performances

Significance of the study

• Economic -Cost cutting on the part of the schools through recycling of used materials

• Environmental Sustainability- Boost waste management & keep the educational environment sustainable (Greening TVET)

• PBL in STEM concept emphasis engineering by design (EbD) which supports use of simple and affordable resources to solve problems-This serves as a model or reference point for teachers and students to learn from

Research questions & Hypothesis

1. To what extent is improvisation of instructional materials carried out by teachers of Technical Drawing in Colleges of Education in the Central Education zone of Plateau State?

2. In what easy-to-follow steps could some Technical Drawing learning resources be improvised using available recyclable scrap materials?

HO:There is no significant difference in the mean performance of students taught with the improvised T.D. instructional materials and those taught without it?

Delimitation of the study

• The study was delimited to the production and utilization of T.D. materials using available recyclable scrap materials such as wood and sheet metals only

• The items produced were delimited to materials for teaching the following concepts and topics only in the T.D. schools’ curriculum:

Isometric and orthographic drawing

Conic sections and development

MethodologyResearch DesignThe design used was an R&D approach

Population Consisted of all first year NCE Tech. students in all the Colleges of

Education which were offering Technical Drawing as one of their foundation courses

Sample Consisted of 100 first year NCE Tech. students in two Colleges of

Education which were offering Technical Drawing as one of their foundation courses

45 Lecturers in the same COEs within the Central Education zone were also sampled and involved

Total population was 145

Methodology cont’d.Sampling Techniques• The stratified random sampling technique was employed to sample

respondents from two of the schools out of the total COEs within the study area.

• In one of these two schools, an intact class of 20 students served as experimental group and the other as the control group respectively.

Data Collection• A structured questionnaire utilizing the Likert-type response scale

was used to collect information for the respondents on the extent to which improvisation is carried out in the Colleges.

• A three point rating scale using: adequately improvised (AI) = 2, improvised (I) = 1 and not improvised (NI) = 0 was used.

Methodology cont’d.

Validity of the Instrument• Two experts each from two higher education institutions from

Bauchi and Kaduna States all in the area of TVET were involved in face validation of the instrument. These experts made their comments and observation, which were incorporated in the final draft of the instrument

Reliability of the Instrument• The instrument was pilot tested on 20 newly admitted NCE

(Technical) students. The Kuda Richardson formula (KR-21) was used to determine the reliability of the instrument.

Junk materials used for the improvisation

Some of the improvised materials

Some of the improvised materials cont’d.

Teaching students without the instructional resources

Teaching students without the instructional resources

Teaching Exp. group with the constructed resources

Teaching Exp. Group with the constructed resources

Extent of improvisation of T.D. instructional materials in 

COEs in Plateau State

Instructional Materials Mean Remarks

Drawing boardTee squareSet square Pair of dividersFrench curveCompassChartsModels of conic sectionsModels of polygonsModels of prismsModels of cylindersModels of conesModels of buildingsModels of sectional objectsModels of  objects for orthographic/isometric drawingsElliptical shapes 

1.191.150.970.750.670.560.540.460.200.230.750.210.800.600.510.10

Items not improvised to a large extent in the schools

Steps in improvising  T.D. resources from recyclable materials

1. Select appropriate topic

2. Set lesson objectives 

3. Based on the topic, identify key concepts to be presented 

4. Make sketches of the model/item  to be produced

5. Using engineering design principles draw the patterns on paper

6. Identify appropriate scrap materials to be used

7. Transfer patterns on the materials to be used

8. Using appropriate tools produce            the pattern on the materials

9. Appropriately cut-off the designed pattern from the material

10. Using appropriate techniques join, nail, glue or weld  patterns

11. Using appropriate materials/tools finish or polish the pattern

12. Apply appropriate paints on different shapes/sides if desired

13. Label sides/shapes produced if desired

Effectiveness of the improvised instructional materials 

Table 1 shows there was a significant difference in the mean performance of student taught with improvised instructional materials and those taught without. The calculated t-value (6.97) in the above table was greater than the table value of (2.042) hence the null hypothesis was rejected.

Findings• It was discovered that only very few T.D. teachers use locally

available recyclable materials to improvise viable instructional materials and use it for teaching the subject effectively in colleges of education in Plateau State, Nigeria

• The study also identified easy-to-follow steps which can be used by T.D. teachers in order to improvise by using locally available recyclable materials to produce viable instructional resources.

• It was found out that a significant difference existed in the mean performance of students taught with improvised instructional materials and those taught without it in College of Education in the Central Education zone of Plateau State.

Conclusion

•  Not many teachers improvise instructional materials despite available waste resources around them.

• In keeping with the context of Education for Sustainable Development (ESD) and UNESCO’S Greening TVET, teachers are encouraged to be innovative and resourceful in harnessing available material resources around their laboratories/environments to produce viable resources for teaching and learning of their subjects.

Thank You

Questions & Comments?