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USMAN, AKEEM
CAPACITY BUILDING NEEDS OF TEACHERS OF
BUILDING DRAWING IN PROGRAMMES OF
POLYTECHNICS AND COLLEGES OF
EDUCATION IN NORTH EASTERN, NIGERIAN
Education
VOCATIONAL TEACHER EDUCATION
Okeke,chioma m
Digitally Signed by: University of Nigeria,
Nsukka
DN : CN = okeke,chioma m
O= University of Nigeria, Nsukka
OU = Innovation Centre
2
CAPACITY BUILDING NEEDS OF TEACHERS OF
BUILDING DRAWING IN NCE PROGRAMMES OF
POLYTECHNICS AND COLLEGES OF EDUCATION IN
NORTH EASTERN, NIGERIA
BY
USMAN, AKEEM
PG/M.Ed/09/50719
DEPARTMENT OF VOCATIONAL TEACHER EDUCATION
UNIVERSITY OF NIGERIA NSUKKA
DECEMBER, 2012
3
CHAPTER I
INTRODUCTION
Background of the study
Vocational and Technical Education is concerned with imparting
knowledge, skills and attitudes to learners and also preparing persons for the
world of work. According to Federal Government of Nigeria (2004) in
National Policy on Education, vocational and technical education are aspects
of the educational process involving, in addition to general education, study of
technologies and related sciences and the acquisition of practical skills,
attitudes, understanding and knowledge relating to occupations in various
sectors of the economic and social life. At Nigeria Certificate of Education
(NCE) level, students offer Building Drawing as a course in their third year
(NCE III), irrespective of area of specialization.
Building drawing can be described as the design and drawing of
building plans, elevations, sections, schedules and models. Swamy and Rao
(2007) stated that Building is a structure that is built, while drawing is a
graphical language that cannot be spoken or read aloud but easily understood
by Engineers in any country. According to Randall (1988), drawing is a scaled
representation of a building or parts of a building. Building Drawing has to do
with skills acquisition and is capable of making one employable or being self
4
reliant. According to National Commission for Colleges of Education (NCCE)
Minimum Standards (2008), the building drawing course outline are;
Basic responsibilities in design process
Drafting materials and equipment
Preliminary sketch and design
Working drawing (to include standard symbols for plumbing) up
to one storey building
Introduction to Computer Aided Drafting (CAD).
The above course outline has a new item; introduction to CAD and this
is to introduce the students, to the use of new technology in design and
drafting of building, in order to fit into the world of work properly. According
to Osinem and Nwoji (2010) teachers are posed with problems on how to use
new technology and keep up with teaching methods of various vocational
training. However, the effective implementation of any technical education
curriculum depends on the quality of the teachers and their ability to
effectively manipulate, operate and use tools and equipment that are available
for the training of the students, (Olaitan, Igbo, Nwachukwu, Onyemachi and
Ekong, 1999). Consequently, the introduction of a new curriculum would now
require the teachers of Building Drawing to be re-trained.
Polytechnics and Colleges of Education in North eastern Nigeria are
among the institutions offering tertiary education at Nigerian Certificate in
Education level (NCE Technical), and are using the same NCCE minimum
5
standard as curriculum for the programme. National Policy on Education
(2004) stated that tertiary education is the education given after secondary
education in Universities, Colleges of Education, Polytechnics, Monotechnics
including those institution offering correspondence courses. Igwe and
Augustine in Hamza (2010) pointed out that, tertiary institutions are
established to strengthen the production of middle level manpower in areas of
national priority. People trained in any of the tertiary institutions are expected
to acquire valuable skills in a course such as Building Drawing, if well taught
by the teacher.
A teacher is a person that has been trained pedagogically and in the
subject matter, equipped with skills and competencies which can be used to
teach effectively. Obanewa (1994) stated that a teacher is someone who has
undergone the necessary and recommended training in a teacher preparatory
programme and is charged with the full responsibility of managing the
classroom in such a way as to enhance the learning behaviour of the students.
A teacher of Building Drawing is someone who has undergone the
necessary and recommended training in Building Drawing and has the
responsibility of teaching the content of Building Drawing effectively in the
Polytechnics and Colleges of Education.
However, as it is the responsibility of teachers of Building Drawing to
teach the new course outline, there is need for competency. Competence is the
ability to do something well. In the view of Hornby (2010), to be competent
6
means that a person has the ability or power, to demonstrate knowledge, skills
and attitudes that are sufficiently required to perform a given job or task.
Nussel, Inglis and Wiersma (1976), explained that competency is a functional
ability to apply to practical situation the essential principles and techniques of
a particular subject matter or field. Functional ability of Teachers of Building
Drawing to demonstrate knowledge, skills and attitudes required in teaching
Building Drawing indicates competence. If on the other hand, one could not
satisfactorily demonstrate knowledge, skills and attitudes required in the
teaching, then the individual has a gap which shows lack of competence. To
fill this gap, the individual requires capacity building.
Capacity building can be described as a retraining given to serving
teachers to develop a certain skill or competence, or for general upgrading of
performance ability. According to Olaitan, Alaribe and Nwobu (2009),
Capacity building is attempts aimed at increasing an individual’s ability to
perform a job or task. It is geared towards making improvement on what an
individual is already doing, to increase productivity. Capacity building of
teachers of Building Drawing is the effort geared towards increasing the level
of knowledge, skills and attitude possessed by teachers of Building Drawing
to enable them perform effectively towards enhancing proficiency, in meeting
the objectives of technical education in the Polytechnics and Colleges of
Education in North eastern Nigeria.
7
However, many factors may be responsible for lack of required skills in
Building Drawing students; the teachers of Building Drawing could be
implicated as one of the factors but requires a proof of evidence for
confirmation. This evidence requires the assessment of the teachers for the
level of quality possessed. Assessment according to Offorma (1994) is the
process of determining the worth of something or performance of individuals
on a skill based on measurement. Assessment will also provide information on
the level of skill needed for an acceptable or target standard. The difference
between the standard or performance needed and the level of performance
possessed by the teachers will indicate a capacity gap which needs to be
acquired through capacity building efforts.
Anaekwe (2007) refers to a need as a shortfall between what is
available and what is expected. Osinem and Nwoji (2010) opined that need
may arise anytime an actual condition differs from a desired condition in the
human or people or aspect of organization performance. Therefore, for the
NCE technical students to be well trained in Building Drawing their teachers
must have possessed the needed relevant skills improvement for teaching the
course in Polytechnics and Colleges of Education in North eastern Nigeria.
This is therefore the concern of this research work.
Statement of the Problem
The inability of the vocational technical education programmes to
impart the necessary skills to students has contributed to the high level of
8
unemployment in the country. Abimboye (2009) cited a World Bank report
which estimated that about 40 million Nigerians are unemployed and that
employers find it difficult to absorb young graduates because they do not
possess the modern skills needed in the 21st century economy. Unemployment
among graduates of technical institutions has also been blamed on the
mismatch between the skills provided and job requirements in the market
place, (Iwunze, 2002). A World Bank survey which was reported by Shiundu
(2008) also revealed that most graduates are weak in problem solving,
business understanding, computer use, team work, and communication skills.
The products of Building Drawing are not left out of this problem.
In the recognition for the need to improve NCE (Technical) curriculum
to accommodate modern technology, the National Commission for Colleges
of Education (NCCE) minimum standard (2008) has included CAD in it.
The present teachers of Building Drawing are products of Universities of
Technology and other degree awarding institutions running technical
education programme that has not passed through any curriculum with CAD
content but are now expected to teach CAD to students. The issue is will the
teachers of Building Drawing be able to teach CAD, when they had no
knowledge or training in CAD.
Today, Building Drawing in workplaces is being practice with the use
of CAD technology and going by one of the Vocational education theories,
9
that the training environment should be a replica of where the individuals will
eventually work. This is emphasising the use of CAD for Building Drawing.
In addition, the present method of teaching Building Drawing seems to make
students not to retain new information and achieve academic excellence. As
observed by Lohr, Ross and Morrison (1995) building/technical drawing
instruction transmitted to the students do not follow proper sequential
instruction. The lack of students’ direct interaction with the software, the
control of pace and sequence of instructional material according to Nwoke
(1993) cannot accommodate individual learning styles thereby causing
frustration and loss of interest in drawing course. Therefore, the need for re-
training of teachers of Building Drawing is imperative.
However, Okoro (1992) noted that drawing which includes building
and mechanical drawing is a necessary background to other technical subjects.
According to him, it could open the door to industrial development in the
country. Based on the above premise, it therefore becomes imperative to
ascertain the skills possessed, and needed, by teachers of Building Drawing in
NCE Programmes of Polytechnics and Colleges of Education in North eastern
Nigeria.
Purpose of the Study
The main purpose of the study is to determine the capacity building
needs of teachers of Building Drawing in NCE programmes of Polytechnics
10
and Colleges of Education in North eastern Nigeria. Specifically the study
determine the:
1 Capacity building needs of teachers of Building Drawing in basic
design process.
2 Capacity building needs of teachers of Building Drawing in
drafting materials and equipment.
3 Capacity building needs of teachers of Building Drawing in
Sketching and designing.
4 Capacity building needs of teachers of Building Drawing in
working drawing.
5 Capacity building needs of teachers of Building Drawing in
Computer Aided Drafting (CAD)
Significance of the Study
The findings of the study will be of benefit to different individuals and
groups. The findings of this study will benefit students of Building Drawing
as it will provide them opportunity of learning useful employment skills
thereby making them prepared for later or future employment.
Parents will benefit from the findings of the study as their wards will no
longer search for long period of time before being employed, thereby creating
relief and improving economic statue for the home. Also, they will suffer less
boredom and their mental health is improved.
11
The society through the findings of this study may change their notion
about technology education when their graduates are able to demonstrate
competency in Building Construction industry, thereby reducing
unemployment.
The findings of this study will be of benefit to Building Drawing
Lecturers as their skills will be improved and new knowledge will be learnt.
They will find the job more interesting and derive more pleasure and
satisfaction from it.
The Building Construction industries through the findings of this study
can acquire employees with appropriate knowledge, skills and experienced
manpower that will fit into the industry. Efficiency in the industry will also
improve, since capable hands will be available.
The findings of this study will be of benefit to the National commission
for colleges of Education (NCCE) in planning and implementing of capacity
building in short courses, workshops and seminars for teachers of Building
Drawing. During such forum, resource person from industries and higher
institutions will be invited to deliver lectures on innovations in building
design and drafting. The participants will also engage in practical works using
the soft wares (AutoCAD) to gain experience.
12
The findings of this study would help the Administrators of
Polytechnics and Colleges of Education, respectively, to see the need in
granting capacity building to their teachers as to increase their skills.
The findings of this study will benefit the official of both Federal and
State Ministries of Education in providing sound policy backed by institutions
such as Science and Technology Education Post-Basic (STEP-B) and
Education Trust Fund (ETF), to organise periodical capacity building for
teachers of Building Drawing.
Research Questions
The following research questions are formulated to guide the study:
1. What is the Capacity building needs of teachers of Building Drawing in
basic design process?
2. What is the Capacity building needs of teachers of Building Drawing in
drafting materials and equipment?
3. What is the Capacity building needs of teachers of Building Drawing in
sketching and designing?
4. What is the Capacity building needs of teachers of Building Drawing in
working drawing?
5. What is the Capacity building needs of teachers of Building Drawing in
Computer Aided Drafting (CAD)?
13
Hypotheses
The following null hypotheses formulated to guide the study were
tested, at 0.05 level of significance:
H01 There is no significant difference between the mean responses of
teachers of Building Drawing in Polytechnics and Colleges of
Education on the capacity building needs of teachers of Building
Drawing in basic design process.
H02 There is no significant difference between the mean responses of
teachers of Building Drawing in Polytechnics and Colleges of
Education on the capacity building needs of teachers of Building
Drawing in drafting and materials and equipment.
H03 There is no significant difference between the mean responses of
teachers of Building Drawing in Polytechnics and Colleges of
Education on the capacity building needs of teachers of Building
Drawing in sketching and designing.
H04 There is no significant difference between the mean responses of
teachers of Building Drawing in Polytechnics and Colleges of
Education on the capacity building needs of teachers of Building
Drawing in working drawing.
14
H05 There is no significant difference between the mean responses of
teachers of Building Drawing in Polytechnics and Colleges of
Education on the capacity building needs of teachers of Building
Drawing in Computer Aided Drafting (CAD).
Delimitation of the Study
This study is delimited to the following major topics in NCCE (2008)
minimum standard for building drawing: basic design process, drafting
materials and equipment, sketching and designing working drawing and
Computer Aided Drafting.
15
CHAPTER II
REVIEW OF RELATED LITERATURE
The literature related to this study is reviewed under the following sub-
headings:
1. Conceptual Framework
* Capacity Building
* Teachers of Building Drawing in NCE programme of
Polytechnics and Colleges of Education
* Capacity Building needs of Teachers of Building Drawing in
Basic Design Process
* Capacity Building needs of Teachers of Building Drawing in
Drafting Materials and Equipment
* Capacity Building needs of Teachers of Building Drawing in
Sketching and Designing
* Capacity Building needs of Teachers of Building Drawing in
Working Drawing
* Capacity Building needs of Teachers of Building Drawing in
Computer Aided Drafting (CAD)
2. Theoretical Framework
3. Review of Related Empirical Studies
4. Summary of Review of Related Literature
16
Conceptual Framework
Conceptual diagram on capacity building needs of teachers of Building
Drawing in NCE Programmes of Polytechnics and Colleges of Education in
North eastern Nigeria`.
Capacity
buildingBu i l d i n g D r aw i ng
TeachersNCE Graduates
Work Larger society
Polytechnics &
Colleges of Education
Source: schematic diagram designed by the researcher (2011)
Polytechnics and Colleges of Education are among educational institutions
that provides higher education. Some of these institutions offer technical
education programme at Nigerian Certificate of Education (NCE) level,
awarding NCE (Technical) to graduate upon completion. At final year level
(NCE III), all students irrespective of their option, offer Building drawing as a
course. Building Drawing is a course that deals with graphical representation
of structure. A graduate of this course can work as a teacher in junior
17
secondary school or as a drafter in design firm, Construction Company and
other related building industry organization. Graduates are those who had
successfully completed the programme. These graduates need to be skilful to
enable them fit at their workplace.
Work is a contract between two parties, one being the employer and the
other being employee. When employed, a graduate is expected to put into
practice what his teachers taught him in the classroom. Teacher of Building
Drawing is the one who teaches Building Drawing as a course in the
Polytechnics and Colleges of Education.
Teachers of Building Drawing are to produce graduates to benefit the
larger society. Larger society in the context of this study includes all the 112
local government areas in the six (6) states of North eastern geopolitical zone
and Nigeria as a whole.
Capacity Building
Capacity Building describes the task of establishing human and
institutional capacity. Osinem and Nwoji (2010) stated that Capacity building
is the development of the knowledge, skills and attitude of
individuals/workforce in an organization to their full capacity. Osinem and
Nwoji further added that capacity building is the process of developing
organizational infrastructures/assets, technical skills and institutional capacity.
Capacity building entails investment made with the purpose of enhancing the
18
ability of individuals/workforce/organizations to achieve their development
goals.
The United Nation Development Programme UNDP (2010) defines
capacity building as "activities which strengthen the knowledge, abilities,
skills and behaviour of individuals and improve institutional structures and
processes such that the organization can efficiently meet its mission and goals
in a sustainable way. UNDP further stated that Capacity building is much
more than training and includes the following:
Human resource development, the process of equipping individuals
with the understanding, skills and access to information, knowledge and
training that enables them to perform effectively.
Organizational development, the elaboration of management structures,
processes and procedures, not only within organizations but also the
management of relationships between the different organizations and
sectors (public, private and community).
Institutional and legal framework development, making legal and
regulatory changes to enable organizations, institutions and agencies at
all levels and in all sectors to enhance their capacities
Philbin (1996) defines Capacity building as the "process of developing
and strengthening the skills, instincts, abilities, processes and resources that
19
organizations and communities need to survive, adapt, and thrive in the fast-
changing world."
What is common in all the cited authors is that capacity building has to
do with development of human resources in knowledge, skills and attitude for
effective performance. Teachers are the hub or pivot on which any successful
educational programme revolves and if teachers are competent and perform
their task dutifully, there will certainly be a myriad of new technologies in the
future of vocational education. Consequently, to perform successfully as
teachers of Building Drawing, constant training in form of capacity building
programme is imperative to continually keep them abreast with the changing
dynamics in teaching and learning modalities.
Okoro (1999) stated that when individuals are well trained for the work
they do, they find the job more interesting and they derive more pleasure and
satisfaction from it. They suffer from less boredom and tension and their
mental health is improved. Nwanoruo (2001) stated that a teacher who is well
trained at the beginning of a career rapidly falls behind as a result of latter
developments in his areas, unless such a teacher continues to receive
additional training. However, the National Policy on Education (2004) stated
that In-service training shall be developed as an integral part of continuing
teacher education and shall also take care of all inadequacies. The current
20
study is therefore embarked upon to fill the gap as pointed in the above
literatures.
Teachers of Building Drawing in NCE programmes of Polytechnics and
Colleges of Education
Nigerian Certificate in Education, NCE (Technical) programme is
offered in some tertiary institutions such as Polytechnics and Colleges of
Education, which are Federal or state owned, in North eastern Nigeria. The
Polytechnics and Colleges of Education use the same curriculum with the
same minimum standard for NCE (Technical) programme, under the
management and control of the National Commission for Colleges of
Education (NCCE).
Teachers of Building Drawing are to impact knowledge, skill and
attitude to all students at NCE III level in area of Building Drawing.
According to Oguntunji (2003), Building Drawing is that branch of technical
drawing which is devoted to the representation of buildings and structures.
The drawings for building structure include plans, elevations, sections and
details sufficient to define adequately graphic forms, the entire construction so
that it can be expected complete in accordance with the designed ideas.
A Teacher in the view of Emeka in Iheji, Ifeanyi-Eze, and Olaitan
(2010) is a person that has acquired special skills required to effectively
impart knowledge, skills and attitudes in a particular subject to a group of
learners. To teach Building Drawing at NCE level in Polytechnics and
21
Colleges of Education, the teachers are products of Universities or any other
degree awarding institutions. The National Policy on Education (2004)
provides that teacher education shall continue to take cognizance of changes
in methodology and in the curriculum. In agreement with this position that
teachers shall regularly expose to innovations in the profession, Oranu (1998)
in Nnaji and Bankole (2007) maintains that, “The teacher of the 21st century
will be characterised by market flexibility versatility. He will be more
amenable to innovations due to the emergence of new technologies. The new
technologies will necessitate constant, rapid and effective training and
capacity building programmes for the teachers, specifically, teachers of
Building Drawing.
Report on the Comparative Technical Education Seminar Abroad (1966)
in Okereke (2000) stated that “the effectiveness of any programme always
depend upon those who execute it. A major part of these executive functions
in education falls on the shoulders of the teachers who translate the content of
the course into learning experiences palatable to the students”.
Capacity Building of Needs of Teachers of Building Drawing in Basic
Design Process
The drawing skills required for building drawing begins with technical
drawing. The importance of technical drawing to building drawing is aimed at
inculcating practical skills, attitudes and competencies necessary for gainful
employment in any recognized and emerging occupation. Saylor, Alexander
22
and Lewis (2000) articulated the following as competencies required for basic
design process to include:
Knowledge and understanding to the students through ability to state
fact recall and describe a process and ability to apply and relate knowledge to
basic designing and drawing.
- Ability to make a reasoned argument and anticipate
consequences about the outcome of the design and
communication process.
- Ability to demonstrate a crucial awareness of the
interrelationship between design and the need of society.
- Ability to identify clearly from a problem situation, a specific
need for which a solution is required and compose a design brief.
- Ability to generate a range of outline solutions to a design
problem, giving constraints of time, cost, skills and resources.
- The students will be able to recognize information in one form
and where necessary change it into a more applicable form.
- Propose and communicate ideas graphically.
- Develop ideas and represent details of forms, shape, construction,
movement, size and structure through graphic representation.
This therefore underscores the need for technical drawing knowledge to
performing well in building drawing.
23
In any design process, designers or engineers need to use technical drawings
to better clarify their ideas to themselves and communicate their ideas to
others with whom and for whom they are designing. Sketches and other
graphics are generated by hand and/or computer software at various stages
through the engineering design process. Graphics are an integral part of
designing and should be developed and embedded throughout the design
process, (Burghardt, 1999).
According to Goetsch, Chalk, Nelson and Rickman, (2010), design
process is an organised, step-by-step procedure in which mathematical and
scientific principles, coupled with experience, are brought to bear in order to
solve a problem or meet a need. The design process has five steps, by Goetsch,
et al (2010):-
1. Identification of the problem or need
2. Development of initial ideas for solving the problem
3. Selection of a proposed solution
4. Development and testing of models or prototypes, and
5. Developing working drawings.
The computer has altered the design process slightly for those companies that
have converted to computer aided design and drafting. For these companies,
the expensive, time-consuming fourth step above in the design process, the
making and testing of actual models or prototypes, has been substantially
altered.
24
This fourth step has been replaced with three-dimensional computer
models that can be quickly and easily produced on a CAD system using the
database built up during the first phases of the design process.
Whether in the traditional design process or the more modern computer
version, working drawings are an integral part of the design process from start
to finish. The purpose of technical drawings is to document the design process.
Creating technical drawings to support the design process is called drafting.
In the opinion of Boon (2006) drawing design for vocational students,
objectives should be to develop (1) the ability to interpret the 2 dimensional
projections and construct the 3D object; and (2) the ability to draw the 2D
projections of given 3D objects. Design process and sketching is changing due
to the use CAD, this needs up to date teachers of Building Drawing to be able
to teach the knowledge, skills and attitude in schools.
Capacity Building Needs of Teachers of Building Drawing in Drafting
Materials and Equipment
A critical problem in the effective implementation of adequate technical
and vocational programmes is lack of facilities for good practical training.
According to Eze (2005) the effective preparation of any calibre of students is
dependent on the quality of the teachers and the availability and adequacy of
facilities for the training. Okoro (1999) pointed out that the objective of
technical education could only be justifiable, if the products, as individuals
can perfectly carry out operations by themselves. Okoro further stated that
25
such operations automatically call for skill acquisitions which are based on
effective utilization of instructional facilities. Such facilities include
workshops, studios, tools, equipment and teachers who can utilize them for
instruction.
In drafting, no lines are made freehand. Each and every line is drawn
using some kind of a drafting tool. It is up to the drafter to own a complete set
of standard drafting tool in order to be fully functional. When purchasing
conventional drafting equipment, care must be taken to obtain high quality
equipment from a reliable dealer. It is advisable to consult with an
experienced drafter, a drafting teacher, or a reputable dealer.
The following is a list of the minimum required drafting equipment:
Drawing board, T-square, 45° triangle, 30° – 60° triangle, triangular scale,
Centre wheel bow compass, Drop bow compass, Irregular curve, Dividers,
Drafting brush, Mechanical drafting pencils with lead, Protractor, Erasing
shield, Eraser, Circle template, Ellipse template, Drafting tape, Calculator,
Dry cleaning pad, (Goetsch, Chalk and Nelson, 2000).
When facilities are not available, teaching would be hampered, students
would learn very little and their degree of performance would be low.
Umejiaku (1985) observed that equipment in teaching help to provide
incentive to learn and this made teaching and learning interesting and
comparatively easy. Still, on the use of equipment, Kaufman (1980) said that
“our business as technical drawing teachers is to teach with best available
26
equipment in the market, the equipment to be used in teaching should be up-
to-date”.
Capacity Building Needs of Teachers of Building Drawing in Sketching
and Designing
Sketching is about being free, free to interpret what is in front of you
whether it is a person that you are sketching or a landscape. A sketch is a
quickly executed freehand drawing that is not intended as a finished work. In
general, a sketch is a quick way to record an idea for later use, (Jefferis and
Madsen, 2005). Designer's sketches primarily serve as a way to try out
different ideas and establish a composition before undertaking a more finished
work, especially when the finished work is expensive and time consuming.
According to Goetsch et al (2010), even in the world of high technology
and computers, sketching is still one of the most important skills for drafters
and designers. Goetsch et al further stated that sketching is one of first steps in
communicating ideas for a design, and it is used in every step thereafter. It is
common practice for designers to prepare sketches that are turned over to
drafters for conversion to finished working drawings.
Freehand sketching skill is needed in all engineering fields of practice
and at all stages of the design process. In supporting the development of
freehand sketching skills throughout the design process Lueptow (2000) states
27
that “sketches often act as stepping stones to refine and detail the original
concept or generate new ideas. Many great design ideas are first sketched on
the back of an envelope or in a lab notebook.”
Therefore, a teacher of building drawing must posses the following
technical sketching skills according to Graham (2004):-
1. drawing by hand can reinforce fundamental skills like the
selection of appropriate coordinate systems, understanding of
spatial and mass relationships and prediction of inferences,
2. Hand drawings are crosscultural, crossgender and understood by
others regardless of educational background,
3. Hand drawings are easily passed around for comment or
annotation or to elicit further ideas.
Capacity Building Needs of Teachers of Building Drawing in Working
Drawings
Every construction job, regardless of the size and design, must have a
set of working drawings. According to Ralph (1999), Working drawings are
completely dimensioned views accompanied by all necessary notes. Working
drawings are supplied to all of the trades involved in a particular job. A
complete set of drawings for a structure usually includes three major sections:
architectural, structural, and mechanical and electrical. If the project is large
or complicated, there may be a set for each major section to reduce the time
28
necessary for the various tradespersons to locate information. Within the three
major sections are subdivisions, for building design component, it is usually
assembled in the following order: site plan, foundation plan and floor plan,
elevation drawing, sectional drawing, and detailed drawing.
According to Goetsch, Chalk, Nelson and Rickman, (2010), Site plan is
a plan view of the building site showing where the structure is located on the
lot. Surveyors provide the original material for the site plans. It should contain
the following information: property lines showing the compass bearing and
length of each; shape, location, and size of the building or buildings on the site;
elevation of each corner of the site; north arrow; streets, sidewalks, driveways,
patios; utilities and easements; wells, septic tanks, and drain fields (as
applicable); scale of drawing and property description (i.e., lot and block
number, street address, or legal description from a survey).
Goetsch, et al (2010), also described foundation plan as a plan view in
section that shows the understructure of the building. It should contain the
follow information: footings of piers, columns, and foundation walls;
foundation walls; columns; piers; retention walls; partition walls, doors, and
plumbing fixture in houses with basement; windows, vents, doors, and other
openings in the foundation walls; beams; plaster; floor joists (direction,
spacing, and size); drains sump, air-condition line; dimension; scale of the
drawing; applicable notes; and footing/foundation sections and details.
29
Floor plan is the most important component in a set of residential plans.
It is the heart of the plans. A floor plan is a plan view of the structure in
section with the ceiling and roof removed. It should contain the following
information: all necessary dimensions; exterior and interior walls; doors,
windows and other openings; built-in cabinets; appliances; plumbing fixtures;
stairs; fireplaces; freestanding structures (i.e., garage); decks, patios, and
porches; room labels; notes; door schedule; window schedule; area
information (i.e., living area, porch area, garage.); and scale of the drawing,
(Goetsch, et al 2000).
Elevations are orthopaedic view of the front, back and side of the
structure. Most elevations are exterior views. However, interior elevations of
the kitchen, bathrooms, and utility areas are frequently included in residential
plans. Exterior elevation should contain the following information: grade lines,
finished floor line, ceiling line, locations of corners of exterior walls, windows,
doors, all roof feature (i.e., gables, dormers and chimney.), vertical
dimensions, porches, decks, patios, sun-rooms, applicable material symbols,
special details as required, Goetsch, et al 2010).
Sectional Drawings are views of specific portions of the structure. To
understand the view given by a sectional drawing, compare it with a grapefruit
cut in half. The exposed area of the fruit after cutting shows the inside of the
fruit vertically from top to bottom. This is the same idea which the architect is
trying to project to the builder through a sectional drawing, (Ralph, 1999).
30
Detailed Drawing is an enlargement of a drawing on a smaller scale
such as a sectional or elevation view. The detailed drawing, is used when the
working drawing cannot show the desired information clearly or in enough
detail. Some of the many items generally shown in detail are front entrances,
specific wall sections, complicated bond patterns in brick or stone, millwork,
fireplace sections, and window and door installation details such as lock
arrangements or sash mechanisms, (Ralph, 1999).
The training and updating of technical teachers are important if the
teachers are to impart the appropriate skills needed in Building drawing.
The inability to make working drawing interesting and motivating to students
are constraints on teachers of building drawing. Supporting the above
constraints in teaching practical skill subjects Wilson (2003) noted that lack of
interest and motivation in students is as a result of employed traditional tools
and equipment (i.e. chalkboard, still images, transparencies and manual
drawing instruments). All these, he noted offer limited utility to teach difficult
and complex problems coupled with traditional method of teaching.
Capacity Building Needs of Teachers of Building Drawing in Computer
Aided Drafting (CAD)
Today, the mechanics of the drafting task have largely been automated
and accelerated through the use of Computer Aided Drafting systems (CAD).
CAD is a system of construction drawing that uses a computer to eliminate
31
repetitive drawing chores and the increase versatility, (Usman, 2006).
Drawing are composed and edited on the screen of a visual display unit
(VDU).
Many people in the world of work use technical drawing in various
forms. Engineers, designers, checkers, drafters, CAD technicians, and a long
list of related occupations use technical drawings as an integral part of their
jobs. Some of these people must be able to actually make drawings; others are
required only to be able to read and interpret drawings: some must be able to
do both. According to Goetsch et al (2010), what user of technical drawing,
drafting, and CAD should learn depends on how they will use technical
drawing in their jobs. Will they make them? Will they read and interpret them?
Users should develop a wide range of knowledge and skills.
The competencies required of technical drawing users can be divided
into three categories in the opinion of Goetsch et al (2010): fundamental
knowledge and skills, related knowledge, and advanced knowledge and skills.
In the fundamentals category, user of technical drawing, drafting, and CAD
should develop knowledge and skills in the areas of drafting equipment;
fundamental drafting techniques such as line work, lettering, scale use, and
sketching; basic CAD system operation; geometric construction; multiview
drawing; sectional views; descriptive geometry; auxiliary views; general
dimensioning; and notation.
32
In the related knowledge category, users should develop a broad
knowledge base in the areas of related math, welding, shop processes, and
media and reproduction. In the advanced category, users should develop
knowledge and skills in the areas of development, geometric dimensioning
and tolerance, threads and fasteners, springs, cams, gears, machine design
drawing, pictorial drawing, drafting shortcuts, and CAD/CAM technology and
operations.
However, the benefits of using CAD for learning and teaching as an
instructional material in the view of Ivowi (2002) are as follows; help to
present information in many forms:
Make learners to become confident in learning process.
Communicate effectively in any process
Make students to become independent learners and good
beginners.
Help to increase students drawing skills.
Give reasons to create problem solving and critical thinking.
Develop in the students the spirit to interact with their follow
students.
Help students to work collaboratively with others.
The different areas in computer of which teachers of Building Drawing
should be competent for effective teaching are basic computer knowledge, 2D
33
CAD and 3D CAD. In the view of Ogunsote and Prucnal-Ogunsote, (2004), a
teacher of building drawing should possess five (5) CAD competencies to
teach effectively in tertiary institutions. They are basic computer literacy,
CAD concepts and theory, graphics software, 2D and 3D CAD and
visualization.
However, Onah and Okoro (2010) stated that teachers in colleges of
education have no skills to impart good knowledge of ICT (CAD) tools to
their students due to the fact that they lack the desired training. There is need
for teachers of Building Drawing to acquire some CAD skills, especially, at
present technological ages were information is of global and more effective, it
is necessary to make learners in Building Drawing become part of this global
information system through CAD competent teachers.
Theoretical Framework
Needs Assessment Theory
A theory could be said to consist of concepts, constructs, principles and
propositions that serve as a body of knowledge. Hornby (2010) defines theory
as a formal set of ideas that is intended to explain why something happens or
exists. According to Kaufman (1985), “needs assessment theory involves
identifying, justifying gaps in results, and placing the gaps in prioritized order
for attention,” (p. 21). The function of theories is to guide practice and lead to
application of knowledge to solve real-world problems. The theoretical
34
framework upon which this study is based is the theory – based needs
assessment and theory of vocational education.
Davidson (2004) asserted that needs assessment can be used for two (2)
main purposes:
* Program / intervention / product design (designing something
that will address the true needs of the target population)
* Evaluation of an existing program / product /intervention
(identifying baseline and outcome criteria – the needs that are /
should be met).
Davidson posited a 3-step approach to theory based needs assessment:
1. Identify the primary presenting need(s) in an existing population
2. Identify the main causes underlying those needs
a. This process draws on existing theory, research and local
knowledge
b. The end product is a needs-based program theory that can
be used for evaluation
3. Determine the nature and extent of the presenting needs and their
causes (i.e., baseline/outcome data)
The theory based needs assessment, 3-step approach best related to the
capacity building needed by teachers of Building Drawing. Needs assessment
is about change, and it is essential to know what to change from as well as
what to change to. Needs assessment is implored in this study to assess the
35
needs of teachers in building drawing, to see whether the need actually exists;
whether it is, in fact, a problem; and if so, how it might best be dealt with.
This theory revealed what should be considered to bridged the gap between
the needed and improvement of teachers of building drawing in North eastern
states of Nigeria.
Theory of Vocational Education
Prosser and Quigley (1949) in propounded theories of vocational
education which stated that “ Skill training will be efficient in proportion as
the environment in which the learner is trained is a replica of the real
environment in which he/she must subsequently work”. This denotes that it
will be deceitful to training students using manual drawing tools only, while
the actual job required the use of modern tools such as CAD. Training in
building drawing using obsolete tools will certainly produce graduates who
will not be relevant on the job unless given a new training to meet the desire
of their employers.
The two theories are relevant to this study because they lay emphases
on human resources development through educational activities for skills
utilization. Without student’s involvement in Building Drawing through
competent teacher, they will not acquire skills for self-development and socio-
economic capacitation will be lacking. The relevance of the needs assessment
theory and vocational education theories to this study is essentially related to
the need for deliberate effort to capacitate students in Building Drawing with
36
the requisite opportunities to be skill-based in individual development
contribution to Nation advancement
Review of Related Empirical Studies
Okereke, (2000). Conducted a study on the Identification of skills
possessed and factors limiting the performance of Building and Engineering
Drawing Teachers in Technical Colleges in Enugu and Eboyi States. The
population consist of 160 technical teachers, and 22 school administrators,
making total of 182.
Questionnaire was the instrument used for data collection. Mean and standard
deviation were use for data analysis.
Some of the major findings made from the research study include:
1. The technical teachers in Enugu and Eboyi States possessed low
level of skills in some teaching areas.
2. Students have poor study habits, that is by not constituting
themselves into study groups to tackle drawing problems and
projects, as well as irregular attendance to class by students
3. No adequate plans to attract qualified technical teachers and no
induction courses for newly employed technical staff.
Vrinten (2002) conducted a study on improving learning in a Computer
Assisted Drafting Programme. The sample was 30 students who had no prior
knowledge of CAD. Through the use of students’ workbook developed for the
course, the students work to complete the course objectives within the allotted
37
25 hours of class time. The study revealed that the implementations of CAD
improve students’ learning in the following ways: enhance organization
strength of cognitive structure, increase students’ motivation, curiosity and
interest.
Bature, (2002) conducted a study on In-service needs of technical
teachers in Kaduna State secondary schools. The population consisted of 168
technical teachers. Questionnaire was used as the instrument for data
collection, and based on 5-point Likert scale. Mean was used to answer the
research questions while the t-test was employed to test the null hypotheses.
The major findings of the study revealed that:
1. Out of the 79 questionnaire items that were presented, 77 of
the items were accept for in-service training. In other words
only two of the items were not accepted for in-service training
include the following:
a. To effectively know one’s areas of strength and
weakness require some training. This was under the
heading manipulative and technical skills
b. Understanding the effect of Federal legislative and
programmes in education through financial support and
Supreme Court decisions.
2. It was discovered that technical teachers in Kaduna State are
willing to learn on the job. Hence they need to be encouraged.
38
3. That technical teacher’ in-service providers should adopt the
teaching competencies enumerated in the study for in-service
training activities.
Olaitan, Alaribe and Nwobu (2009) conducted a study on capacity
building needs of teachers of Agiculture for effective teaching in upper basic
schools in Abia State. The population for the study was 384 teachers of
Agriculture at the Junior Secondary School. Questionnaire was the instrument
used for data collection, and was based on 4-point scale. The data collected
were analyzed using frequency and percentage scores. The findings of the
study revealed that:
1. the teachers require capacity building in Agricultural education
program of Colleges of Education in teaching skills, animal
production, crop production, Agricultural Engineering and Soil
Science.
2. the teachers require capacity building in the curriculum content of
Agriculture programme of Colleges of Education in order to be more
effective in teaching Agriculture in Junior Secondary Schools.
The authors recommended capacity building programs for teachers of
Agricultural education of Colleges of Education in teaching skills, animal
production, crop production, Agricultural engineering and soil science.
Dimelu, (2010) conducted a study on competency improvement needs
of teachers of Home Economics in the use of ICT for effective teaching in
39
Colleges of Education in South eastern, Nigeria. The population consisted of
105 teachers of Home Economics. Questionnaire was used as the instrument
for data collection. Weighted mean and improvement need index (INI) were
used to answer the research questions.
The findings of the study are that teachers of Home Economics were
deficient in 16 competencies items in word processing, 13 items in internet
usage and 15 items in the use of power point. Therefore, it was recommended
that teachers of Home Economics should be exposed to further training in ICT
compliance through short courses (in-service training), workshops and
seminars to improve them.
Summary of Review of Related Literature
The review of literature related to this study revealed that human
resource development that has to do with the process of equipping individuals
with the understanding, skills and access to information, knowledge and
training necessary to enable the teachers perform effectively.
The review has also shown that computer aided drafting has been
widely accepted as a better instructional method in this age of information and
communication technology (ICT), following the short comings of the tradition
methods of teaching and learning. It seems that even though there has been
other instructional techniques that could be adapted to address and enhance
students’ various capabilities, computer aided drafting can present multiple,
40
dynamically link representation in ways that are impossible with static, inert
media such as books and chalkboard.
It appears that no studies known to the researcher have been carried out
to determine capacity building needs of teachers of Building Drawing in NCE
programme with respect to basic design process, drafting materials and
equipments, sketching and designing, working drawing and computer aided
design. This gap is what this study intends to fill.
41
CHAPTER III
METHODOLOGY
This chapter is presented under the following sub-headings: design of
the study, area of the study, population for the study, instrument for data
collection, validation of the instrument, reliability of the instrument, method
of data collection and method of data analysis.
Design of the Study
Survey research design was used for the study. This design is adopted
for this study because it will enable the researcher to elicit information from
the entire population. Survey research is concerned with condition or
relationships that exist; practices that prevail, beliefs, points of views, or
attitudes that are held, processes that are going on, effects that are being felt,
or trends that are developing, (Cohen, Manion and Morrison, 2009).
According to Ezeji (2004), a survey research design is one which involves the
assessment of public opinion using collection of detailed descriptions of
existing phenomena with the intent of using the data to justify current
conditions and practices or to make better plans for improving phenomena.
Area of the Study
The study was carried out in North-eastern States of Nigeria namely
Bauchi, Gombe, Yobe, Borno, Taraba and Adamawa states. There are
Polytechnics and Colleges of Education that are offering Building Drawing
42
with Building Drawing Teachers in the zone and research evidence indicates
that graduates who had Building Drawing as a course in these Zone lack
adequate practical skills for the world of work. See Appendix B”.
Population for the Study
The population for the study comprised all the 83 Building Drawing
Teachers from four Polytechnics and five Colleges of Education that are
running technical education programme in North-eastern Nigeria. Since the
population is manageable, no sampling will be carried out.
Instrument for Data Collection
The instrument for data collection is a structured questionnaire. The
questionnaire items were generated after extensive review of available
literature on capacity building needs. The items in the questionnaire were
organized in accordance with the research questions formulated to guide the
study.
The questionnaire is divided into five sections; A, B, C, D, E and F.
Section A, contains items designed to obtain personal information of the
respondents. Section B designed to determine Capacity Building Needs of
teachers of Building Drawing in basic design process. Section C to seek
information on the Capacity Building Needs of teachers of Building Drawing
in Drafting Materials and Equipment. Section D on Capacity Building Needs
of teachers of Building Drawing in Sketching and designing. Section E to
43
sought information on the Capacity Building needs of teachers of Building
Drawing in working drawing. Section F to sought information on the Capacity
Building needs of teachers of Building Drawing in Computer Aided Drafting
(CAD).
The questionnaire has two type of response scale; the needed and
performance scale. The needed type is based on 5-point Likert scale with
nominal values assigned as follows:
Very Highly Needed - VHN _ 4.50 – 5.00
Highly Needed - HN _ 3.50 – 4.49
Moderately Needed - MN _ 2.50 – 3.49
Slightly Needed - SN _ 1.50 – 2.49
Not Needed - NN _ 0.50 – 1.49,
While the performance type is also 5-point Likert scale assigned as follows:
Very High Performance - VHP _ 4.50 – 5.00
High Performance - HP _ 3.50 – 4.49
Moderate Performance - MP _ 2.50 – 3.49
Low performance - LP _ 1.50 – 2.49
No Performance - NP _ 0.50 – 1.49.
Validation of the Instrument
The instrument was face-validated by three experts in the Department
of Vocational Teacher Education, University of Nigeria, Nsukka.
44
The Validates were given a copy each of the questionnaire and were
required to indicate any irrelevant statement(s) or wrongly worded items.
They were also requested to proffer suggestions for improving the instrument
in meeting the purpose of the study. The suggestions and recommendations of
validates were integrated into the modified copy of the questionnaire that will
be used for data collection.
Reliability of the Instrument
The Cronbach Alpha coefficient method was used to determine the
internal consistency of the instrument. It was obtained by administering a
single test to 12 Building Drawing Teachers from Federal University of
Technology, Yola, Adamawa State. These respondents used in collecting data
for the reliability test were however not used as part of the sample for the
study. The data obtained from the administration of the questionnaire was
analyzed by finding the variance of each item in the questionnaire and
variance of the total number of items in each section of the questionnaire
which gave a coefficient of 0.81. The value represented the reliability
coefficient of the questionnaire.
Method of Data Collection
The questionnaire was administered on the respondents by the
researcher through personal contact and with the help of two research
assistants, one for two states. The respondents will be given one week to study
45
and respond to the questionnaire. A return visit will be made by the researcher
to collect the completed questionnaire while final collection will be made by
the researcher and the assistants, each to his assigned state. With this method
of direct contact with the respondents, hundred percent return rate is expected.
Method of Data Analysis
The data to be collected was analyzed using mean and Improvement
Needed Index (INI) to answer the research questions while t-test statistics will
be used to test the hypotheses at 0.05 level of significance.
Capacity building need will be determine as follows:
1. The mean (Xn) of the needed category will be
determine for each item.
2. The mean (Xp) of the performance category will be
determine for each item.
3. The performance gap (PG) will determine by finding the
difference between the valves of the two means. That is,
Xn – Xp = PG.
Where PG is zero (0), it means that capacity building is not needed for that
item because the level at which the teachers perform the skill is equal to the
level at which the skill is needed. Where PG is negative (-), it means capacity
building is not needed for that item because the level at which the teachers
perform the skill is higher than the level at which it is needed. Where PG is
positive (+), it means capacity building is needed because the level at which
46
the teachers perform the skills is lower than the level at which it is needed.
Olaitan and Ndomi in Ellah (2007).
In taking decision for needed, any item with mean of 3.50 and above
was considered as highly needed, 2.50 – 3.49 was considered as moderately
needed while any item with mean of less than 1.50 was considered as not
needed while for performance, any item with mean of 3.50 and above was
considered as highly performance, 2.50 – 3.49 was considered as moderately
performance while any item with mean of less than 1.50 was considered as no
performance. For the hypotheses, if the t-calculated is more than the t-table,
the null hypotheses were rejected but if the t-cal is less than the t-table, the
null hypotheses was accepted.
47
CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA
Research Question 1
What is the capacity building needs of teachers of Building Drawing in basic
design process?
The data for answering research question 1 are presented in table 1
Table 1
Performance Gap Analysis of the Mean Responses of Teachers of Building
Drawing on Capacity Building Needs in Basic Design Process
N = 83
S/N Item Statements X n X P PG
X n- X p
Remarks
1. Drawing of boundary lines and squaring up. 3.52 3.89 -0.37 CBNN
2. Placing of title block and personal data. 3.64 3.77 -0.13 “
3. Arrangement of drawing on the sheet. 3.66
2.63
1.03
CBN
4. Indication of major and minor titles. 3.61 2.88 0.73 “
5. Identify various lines used in technical drawing
and their applications
3.71 2.48 1.23 “
6. Use of graphical symbols and representation in
building drawing
3.54 2.31 1.23 “
7. Recognise various lettering styles. 3.62 2.04 1.58 “
8. Apply appropriate lettering styles in producing
building drawings. 3.81 2.92 0.89 “
9. Title block in B.S. 1192 or similar Nigerian
standard
3.95 1.22 1.73 “
10. Use sketches to describe dimensioning methods
in building.
3.66 2.08 1.58 “
11. State factors which govern choice of scale. 3.62 3.74 -0.12 CBNN
12. State a range of standard scales for the
following: site plans, door plans, elevations. 3.68 2.21 1.47 CBN
13. Explain the concepts of form, function and
beauty as applied in building design. 3.91 2.87 1.04 “
14. Identify the basic parts of a typical residential
bungalow: living room, kitchen room, porch and
their relationship.
3.84 2.88 0.96 “
48
15 State the design required with regard to warm
climate condition
3.74 2.45 1.29 “
16 Explain how site characteristics may influence
the design of a building.
3.59 3.10 0.49 “
17 Enumerate the characteristics of good floor plan,
e.g. adequate and properly located openings,
good functional relationship.
3.61 2.84 0.77 “
18 Factors which influence the design of residential
buildings in Nigeria, e.g. site, town planning
authority regulations, materials and labour
availability, client taste/culture, financial ability.
3.73 2.99 0.74 “
19 Ability to distinguish between design plan and
as built plan. 3.55 2.48 1.07 “
Key: CBN = Capacity Building Needed
CBNN = Capacity Building Not Needed
Data in table 1 revealed that 16 out of 19 items had performance gap values
ranged from 0.49 to 1.73 and were positive indicating that the teachers of Building
Drawing needed capacity building in 16 items. Three out of 19 items had their
performance gap as follows (-0.37, -0.13, -0.12) and were all negative indicating
that teachers of Building Drawing do not need capacity building in the three items
on basic design process. Generally, teachers of Building Drawing needed capacity
building in the 19 items but less emphasizes on the three items with negative
performance gap values.
Research Question 2
What is the capacity building needs of teachers of Building Drawing in
drafting materials and equipment?
The data for answering research question 2 are presented in Table 2
49
Table 2
Performance Gap Analysis of the Mean Responses of Teachers of
Building Drawing on Capacity Building needs in Drafting Materials and
Equipment
N = 83
S/N Item Statements Xn X P
PG
X n- X P Remarks
1. Ability to use various architectural drafting
material and equipment
3.52 3.01 0.51 CBN
2. Various standard sizes of drawing papers and
explain their uses..
3.64 2.87 0.77 “
3. Various standard sizes of drawing boards and
explain their uses. 3.66
3.69
-0.03
CBNN
4. Various metric scales on Architect’s triangular or
flat scales and demonstrate their use in building
drawings.
3.68 2.81 0.87 CBN
5.
Character and use of:-
i. Cartridge drawing paper
ii. Natural tracing paper
iii. Tracing film (acetate paper).
3.77 2.78 0.99 “
6. Appropriate instruments and use them effectively
in the production of building drawings. 3.74 2.72 1.02 “
7. The working principles of a typical plan printing
machine or device, basic principles of design.
3.67 2.84 0.83 “
8. Types of exterior and interior finishes for
domestic building and explain their application.
3.58 2.62 0.96 “
9. Identify and explain the uses of different drawing
pens
3.85 3.89 -0.04 CBNN
10. The use of electronic drawing board. 3.60 2.89 0.71 CBN
11. Differentiate between manual and electronic
drawing boards. 3.62 2.74 0.88 “
Data in Table 2 revealed that nine out of 11 items had performance gap
values ranged from 0.51 to 1.02 and were positive, indicating that the teachers of
Building Drawing needed capacity building in nine items. Two out of 11 items had
their performance gap as follows (-0.03, -0.04) and were all negative indicating that
50
teachers of Building Drawing did not need capacity building in the two items.
Generally, teachers of Building Drawing needed capacity building in the 11 items
but less emphasizes on the two items with negative performance gap values.
Research Question 3
What is the capacity building needs of teachers of Building Drawing in
sketching and designing?
The data for answering research question 3 are presented in table 3
Table 3
Performance Gap Analysis of the Mean Responses of Teachers of
Building Drawing on Capacity Building Needs in Sketching and
Designing
N = 83
S/N Item Statements Xn X P
PG
X n- X P Remarks
1. Use of town planning design and regulations. 3.82 3.51 0.31 CBN
2. Features that influence the design of residential
building.
3.54 3.57 -0.03 CBNN
3. Preliminary sketch design 3.76
3.83
-0.07
“
4. The feature/characteristics of a given surveyor’s
plan e.g. Solar orientation, plot size.
3.61 2.78 0.83 CBN
5. Drawing of preliminary sketch design of a
modern 3-bedroom bungalow for a teacher.
3.78 2.56 1.22 “
6. Presentation/working drawings to suitable scales 3.74 2.81 0.93 “
7. Space arrangement and choice of materials of a
proposed bungalow.
3.62 2.54 1.08 “
8. Common forms and general structural features of
various building types.
3.83 3.00 0.83 “
9. The influence of functions on the form and
structure of buildings using examples of building
in 32 above.
3.65 3.02 0.63 “
10. Describe the general functional space features of
building in above.
3.60 2.28 1.32 “
11. Method of constructing various types of stairs. 3.52 2.54 0.98 “
12. Essential requirement of stairs construction. 3.82 3.51 0.31 “
51
Data in Table 3 revealed that 10 out of 12 items had performance gap values
ranged from 0.31 to 1.32 and were positive indicating that the teachers of Building
Drawing needed capacity building in 10 items. Two out of 12 items had their
performance gap (-0.03, -0.07) and were all negative indicating that teachers of
Building Drawing did not need capacity building in the two items on sketching and
designing. Generally, teachers of Building Drawing needed capacity building in the
14 items but less emphasizes on the two items with negative performance gap values.
Research Question 4
What is the capacity building needs of teachers of Building Drawing in
working drawing?
The data for answering research question 4 are presented in table 4
Table 4
Performance Gap Analysis of the Mean Responses of Teachers of Building
Drawing on Capacity Building Needs in Working Drawing
N = 83
S/N Item Statements Xn X P
PG
X n- X P Remarks
1. Working drawing to suitable scales of the
proposed bungalow
3.72 3.31 0.41 CBN
2. Draw elevation to suitable scale. 3.55 3.67 -0.12 CBNN
3. Draw details of essential sections.
3.80
3.63
0.17
CBN
4. Foundation plan 3.72 2.98 0.74 “
5. Site plan 3.80 2.48 1.32 “
6. Detailing. 3.74 3.92 -0.18 CBNN
7. Septic tank and soakaway pit suitable for
bungalow.
3.66 2.34 1.32 CBN
8. Draw the interior elevations sections of the
kitchen and launderette.
3.70 2.92 0.78 “
9. Location of electrical services. 3.89 1.22 2.67 “
10. Draw the electrical service plan for a bungalow. 3.96 2.11 1.85 “
52
11. Scheduling, state uses and typical subjects for
schedules.
3.62 2.84 0.78 “
12. State two categories of information in schedules 3.88 2.52 1.36 “
13. Prepare the following schedule for the bungalow:
doors, windows, electrical installation, plumbing,
painting, and reinforcements
3.93 2.31 1.62 “
14. Trace and ink effectively the design and working
drawing.
3.59 2.38 1.21 “
15 Use of plan printing machine or a manual
printing device.
3.78 1.98 1.80 “
16 Assess the quality of drawings from printed
copies. 3.51 2.56 0.95 “
Data in table 4 revealed that 14 out of 16 items had performance gap values
ranged from 0.17 to 1.85 and were positive indicating that the teachers of Building
Drawing needed capacity building in 14 items. Two out of 16 items had their
performance gap of (-0.12, -0.18) and were all negative indicating that teachers of
building drawing did not need capacity building in the two items on working
drawing. Generally, teachers of Building Drawing needed capacity building in the
16 items but less emphasizes on the two items with negative performance gap values.
Research Question 5
What is the capacity building needs of teachers of Building Drawing in
Computer Aided Drafting (CAD)?
The data for answering research question 5 are presented in table 5
53
Table 5
Performance Gap Analysis of the Responses of Teachers of Building Drawing
on Capacity Building Needs in Computer Aided Drafting (CAD)
N = 83
S/N Item Statements X n X P PG
X n- X P Remarks
1. Ability to start window button to display the start
menu
3.60 3.98 -0.38 CBNN
2. Ability to move the mouse pointer onto CAD
program
3.54 2.27 1.27 “
3. Open CAD exiting document 3.60
3.91
-0.31
CBNN
4. Read and interpret drawings 3.61 2.80 0.81 CBN
5. Ability to use two dimensions (2D) in CAD
program
3.78 2.34 1.44 “
6. Ability to use three dimensions (3D) in CAD
program
3.54 2.60 0.94 “
7. Design a building to face the equator or (a few
degrees to the east to capture the moving sun).
3.92 2.11 1.81 “
8. Place windows during design to face midday sun
in the winter and be shaded in the summer. 3.83 2.62 1.21 “
9. Design a cool roof or green roof. 3.96 2.37 1.59 “
10. Access CAD drawing from internet. 3.86 2.48 1.38 “
11. Modify drawing on CAD 3.69 2.44 1.25 “
12. Organise and print drawing in CAD 3.80 2.35 1.45 “
13. Retrieve CAD drawing from internet 3.61 2.63 0.93 “
14. Store drawing in CAD 3.78 2.69 1.09 “
Data in table 5 revealed that 12 out of 14 items had performance gap
values ranged from 0.81 to 1.81 and were positive indicating that the teachers
of Building Drawing needed capacity building in 12 items. Two out of 14
items had their performance gap of as follow (-0.31, -0.38) and were all
negative indicating that teachers of Building Drawing did not need capacity
54
building in the two items. Generally, teachers of Building Drawing needed
capacity building in the 14 items but less emphasizes on the two items with
negative performance gap values.
Hypothesis 1
There is no significant difference between the mean responses of teachers of
Building Drawing in Polytechnics and Colleges of Education on the capacity
building needs of teachers of Building Drawing in basic design process.
Table 6
The t-test Analysis of the Mean Responses of the Respondents on the
Capacity Building Needs of Teachers of Building Drawing in Basic
Design Process N1=33, N2=50
Item statements X1 S2
1 X2 S2
2 t- cal Remarks
S/N
1 Drawing of boundary lines and squaring up. 3.90 0.82 3.68 0.62 1.30 NS
.
2 Placing of title block and personal data 4.30 0.80 3.72 0.71 1.06 NS
3 Arrangement of drawing on the sheet. 4.10 0.91 3.81 0.50 0.72 NS
4 Indication of major and minor titles. 3.90 0.78 3.72 0.90 0.55 NS
5 Identify various lines used in technical
drawing and their applications. 3.95 0.94 3.54 0.56 1.03 NS
6 Use of graphical symbols and representation
in building drawing. 3.60 0.63 3.81 0.78 0.04 NS
7 Recognise various lettering styles. 3.53 0.82 3.45 0.68 0.10 NS
8 Apply appropriate lettering styles in
producing building drawings 3.61 0.82 3.45 0.93 0.36 NS
9 Title block in B.S. 1192 or similar Nigerian
standard 3.33 0.97 3.27 0.84 0.06 NS
55
10 Use sketches to describe dimensioning
methods in building. 3.54 0.76 3.63 0.60 0.39 NS
11 State factors which govern choice of scale. 3.15 0.65 3.45 0.93 0.78 NS
12 State a range of standard scales for the
following: site plans, door plans, elevations. 3.72 0.96 3.09 0.75 0.23 NS
13 Explain the concepts of form, function and
beauty as applied in building design. 3.20 0.81 2.81 0.80 0.78 NS
14 Identify the basic parts of a typical
residential bungalow: living room, kitchen
room, porch and their relationship
3.51 0.80 3.45 0.73 0.50 NS
15 State the design required with regard to
warm climate condition 3.35 0.85 3.18 0.87 0.30 NS
16 Explain how site characteristics may
influence the design of a building. 3.70 0.89 3.45 0.93 0.56 NS
17 Enumerate the characteristics of good floor
plan, e.g. adequate and properly located
openings, good functional relationship.
3.55 0.99 3.72 0.90 0.44 NS
18 Factors which influence the design of
residential buildings in Nigeria, e.g. site,
town planning authority regulations,
materials and labour availability, client
taste/culture, financial ability.
3.81 0.50 3.36 0.65 1.01 NS
19 Ability to distinguish between design plan
and as built plan.. 3.75 0.96 3.18 0.80 1.21 NS
Key: N1= Number of Teachers of Building Drawing in Polytechnics
N2= Number of Teachers of Building Drawing in Colleges of Education
S12 = Variance of Teachers of Building Drawing in Polytechnics
S22 = Variance of Teachers of Building Drawing in Colleges of Education
X1 = Mean of Teachers of Building Drawing in Polytechnics
X2 = Mean of Teachers of Building Drawing in Colleges of Education
Df = 81
P = 0.05
S = Significant
NS = Not Significant
t-cal = 1.98
This key is applicable to tables 6,7,8,9 and 10
56
Data presented in Table 6 revealed that each of the items had their calculated
t- values ranged from 0.04 to 1.30 which were less than t-table value of 1.98 at 0.05
level of significance and at 81degree of freedom (df). This indicated that there was
no significant difference between the mean responses of teachers of Building
Drawing in Polytechnics and Colleges of Education on the capacity building needs
of teachers of Building Drawing in basic design process.
Therefore, the null hypothesis of no significant difference between the mean
responses of Teachers of Building Drawing in Polytechnics and Colleges of
Education on the capacity building needs of teachers of Building Drawing in basic
design process was upheld.
Hypothesis 2
There is no significant difference between the mean responses of teachers of
Building Drawing in Polytechnics and Colleges of Education on the capacity
building needs of teachers of Building Drawing in drafting and materials and
equipment.
Table 7
The t-test Analysis of the Mean Responses of the Respondents on the
Capacity Building Needs of Teachers of Building Drawing in Drafting
Materials and Equipment
N1=33, N2=50 S/N Item statements X1 S
21 X2 S
22 t-cal Remarks
1 Ability to use various architectural drafting material and
equipment. 4.34 0.85 4.04 1.08 1.04 NS
2 Various standard sizes of drawing papers and explain
their uses. 4.20 1.06 4.10 1.12 0.54 NS
3 Various standard sizes of drawing boards and explain
their uses. 4.27 0.82 4.08 1.14 1.01 NS
57
4 Various metric scales on Architect’s triangular or flat
scales and demonstrate their use in building drawings. 3.47 1.12 3.42 1.13 0.24 NS
5 Character and use of:-
i. Cartridge drawing paper
ii. Natural tracing paper
iii. Tracing film (acetate paper).
3.83 0.87 3.92 1.02 0.50 NS
6 Appropriate instruments and use them effectively in the
production of building drawings. 3.86 0.90 3.98 0.99 0.68 NS
7 The working principles of a typical plan printing machine
or device, basic principles of design. 3.45 1.08 3.24 1.23 1.03 NS
8 Types of exterior and interior finishes for domestic
building and explain their application 3.70 0.85 3.80 0.88 0.56 NS
9 Identify and explain the uses of different drawing pens. 3.19 1.015 3.22 1.14 0.13 NS
10 The use of electronic drawing board. 3.47 1.16 3.28 1.16 0.89 NS
11 Differentiate between manual and electronic drawing
boards. 3.50 1.07 3.56 0.86 0.32 NS
Data presented in Table 7 revealed that each of the items had their calculated
t- values ranged from 0.13 to 1.04 which were less than t-table value of 1.98 at 0.05
level of significance and at 81degree of freedom (df). This indicated that there was
no significant difference between the mean responses of teachers of Building
Drawing in Polytechnics and Colleges of Education on the capacity building needs
of teachers of Building Drawing in drafting and materials and equipment.
Therefore, the null hypothesis of no significant difference between the mean
responses of Teachers of Building Drawing in Polytechnics and Colleges of
Education on the capacity building needs of teachers of Building Drawing in
drafting and materials and equipment was upheld.
58
Hypothesis 3
There is no significant difference between the mean responses of teachers of
Building Drawing in Polytechnics and Colleges of Education on the capacity
building needs of teachers of Building Drawing in sketching and designing.
Table 8
The t-test Analysis of the Mean Responses of the Respondents on the
Capacity Building Needs of Teachers of Building Drawing in Sketching
and Designing
N1=33, N2=50 S/N Item statements X1 S1
2 X2 S2
2 t-cal Remarks
1 Use of town planning design and regulations. 3.75 1.08 3.90 0.97 0.78 NS
2 Features that influence the design of residential
building. 4.01 0.81 3.76 1.04 1.51 NS
3 Preliminary sketch design. 4.11 0.95 4.04 0.90 0.41 NS
4 The feature/characteristics of a given surveyor’s plan
e.g. Solar orientation, plot size 4.00 1.04 3.96 1.14 0.20 NS
5 Drawing of preliminary sketch design of a modern 3-
bedroom bungalow for a teacher. 3.77 0.93 3.84 0.91 0.36 NS
6 Presentation/working drawings to suitable scales 3.75 0.97 3.68 1.11 0.34 NS
7 Space arrangement and choice of materials of a
proposed bungalow 3.81 1.07 3.72 1.01 0.50 NS
8 Common forms and general structural features of
various building types. 4.25 0.88 3.98 1.02 1.55 NS
9 the influence of functions on the form and structure of
buildings using examples of building in 32 above 4.05 0.78 3.64 1.04 1.50 NS
59
10 Describe the general functional space features of
building in above 3.98 0.81 3.52 1.14 1.52 NS
11 Method of constructing various types of stairs. 3.76 0.94 3.76 0.93 0.22 NS
12 Essential requirement of stairs construction 3.84 0.92 4.08 0.87 1.39 NS
Data presented in Table 8 revealed that each of the items had their
calculated t- values range from 0.20 to 1.55 which were less than t-table value
of 1.98 at 0.05 level of significance. This indicated that there was no
significant difference between the mean responses of teachers of Building
Drawing in Polytechnics and Colleges of Education on the capacity building
needs of teachers of Building Drawing in sketching and designing.
Therefore, the null hypothesis of no significant difference between the
mean responses of Teachers of Building Drawing in Polytechnics and
Colleges of Education on the capacity building needs of teachers of Building
Drawing sketching and designing was accepted.
Hypothesis 4
There is no significant difference between the mean responses of teachers of
Building Drawing in Polytechnics and Colleges of Education on the capacity
building needs of teachers of Building Drawing in working drawing.
60
Table 9
The t-test Analysis of the Mean Responses of the Respondents on the
Capacity Building Needs of Teachers of Building Drawing in Working
Drawing
N1=33, N2=50 S/N Item statements X1 S1
2 X
2 S2
2 t-cal Remarks
1 working drawing to suitable scales of the
proposed bungalow 3.02 1.51 3.14 1.56 0.39 NS
2 Draw elevation to suitable scale 3.05 1.19 3.02 1.53 0.14 NS
3 Draw details of essential sections. 3.68 0.86 3.34 1.09 1.30 NS
4 Foundation plan. 3.90 0.95 3.62 1.10 1.51 NS
5 Site plan.. 3.76 1.08 3.84 1.03 0.38 NS
6 Detailing 4.01 0.84 3.84 0.90 1.08 NS
7 Septic tank and soakaway pit suitable for
bungalow 4.04 1.12 4.00 1.14 0.19 NS
8 Draw the interior elevations sections of the
kitchen and launderette 4.05 1.07 3.94 1.01 0.59 NS
9 Location of electrical services. 4.00 1.00 3.82 1.00 0.97 NS
10 Draw the electrical service plan for a bungalow. 4.09 0.98 4.04 0.98 0.31 NS
11 Scheduling, state uses and typical subjects for
schedules. 4.19 1.02 4.12 1.06 0.38 NS
12 State two categories of information in schedules 4.12 1.14 3.88 1.02 1.21 NS
13 Prepare the following schedule for the bungalow:
doors, windows, electrical installation,
plumbing, painting, and reinforcements.
4.16 1.16 3.88 1.17 1.36 NS
14 Trace and ink effectively the design and working
drawing. 4.16 1.07 3.94 1.20 1.15 NS
15 Use of plan printing machine or a manual
printing device. 4.08 1.05 3.80 1.16 1.39 NS
61
Data presented in Table 9 revealed that each of the items had their calculated
t- values ranged from 0.14 to 1.51 which were less than t-table value of 1.98 at 0.05
level of significance. This indicated that there was no significant difference between
the mean responses of teachers of Building Drawing in Polytechnics and Colleges of
Education on the capacity building needs of teachers of Building Drawing in
working drawing.
Therefore, the null hypothesis of no significant difference between the mean
responses of Teachers of Building Drawing in Polytechnics and Colleges of
Education on the capacity building needs of teachers of Building Drawing in
working drawing was upheld.
Hypothesis 5
There is no significant difference between the mean responses of teachers of
Building Drawing in Polytechnics and Colleges of Education on the capacity
building needs of teachers of Building Drawing in Computer Aided Drafting
(CAD).
Table 10
The t-test Analysis of the Mean Responses of the Respondents on the
Capacity Building Needs of Teachers of Building Drawing in Computer
Aided Drafting (CAD)
N1=33, N2=50
S/N
Item statements X1 S2
1 X2 S2
2 t-cal Remarks
1 Ability to start window button to display the
start menu 3.95 0.68 3.54 0.81 1.08 NS
62
2 Ability to move the mouse pointer onto
CAD program 4.30 0.86 3.9091 0.83 1.12 NS
3 Open CAD exiting document 4.35 0.81 3.8182 0.98 0.32 NS
4 Read and interpret drawings 4.35 0.67 3.63 0.69 0.02 NS
5 Ability to use two dimensions (2D) in CAD
program 4.50 0.76 3.72 0.73 0.14 NS
6 Ability to use three dimensions (3D) in
CAD program 4.25 0.63 3.54 0.81 0.04 NS
7 Design a building to face the equator or (a
few degrees to the east to capture the
moving sun).
4.20 0.89 3.65 0.60 0.29 NS
8 Place windows during design to face
midday sun in the winter and be shaded in
the summer.
4.15 0.81 3.36 0.60 0.34 NS
9 Design a cool roof or green roof. 4.25 0.63 3.80 0.78 0.91 NS
10 Access CAD drawing from internet 4.35 0.67 3.88 0.87 0.78 NS
11 Modify drawing on CAD 4.20 0.69 3.81 0.87 0.43 NS
12 Organise and print drawing in CAD 4.00 0.79 3.72 0.90 0.12 NS
13 Retrieve CAD drawing from internet 3.95 0.88 3.63 0.60 0.34 NS
14 Store drawing in CAD 3.80 0.95 3.85 0.78 0.35 NS
Data presented in Table 10 revealed that each of the items had their
calculated t- values range from 0.02 to 1.12 which were less than t-table value of
1.98 at 0.05 level of significance. This indicated that there was no significant
difference between the mean responses of teachers of Building Drawing in
Polytechnics and Colleges of Education on the capacity building needs of teachers
of Building Drawing in Computer Aided Drafting (CAD).
63
Therefore, the null hypothesis of no significant difference between the mean
responses of Teachers of Building Drawing in Polytechnics and Colleges of
Education on the capacity building needs of teachers of Building Drawing in
Computer Aided Drafting (CAD) was upheld.
Findings of the Study
The following findings emerged from the study based on the research
questions and hypotheses.
A. Capacity Building Needs of Teachers of Building Drawing in Basic
Design Process
1. Arrangement of drawing on the sheet
2. Indication of major and minor titles.
3. Identify various lines used in technical drawing and their applications
4. Use of graphical symbols and representation in building drawing.
5. Recognise various lettering styles.
6. Apply appropriate lettering styles in producing building drawings
7. Title block in B.S. 1192 or similar Nigerian standard
8. Use sketches to describe dimensioning methods in building.
9. State a range of standard scales for the following: site plans, door plans,
elevations.
10. Explain the concepts of form, function and beauty as applied in building
design.
11. Identify the basic parts of a typical residential bungalow: living room,
kitchen room, porch and their relationship.
12. State the design required with regard to warm climate condition.
64
13. Explain how site characteristics may influence the design of a building.
14. Enumerate the characteristics of good floor plan, e.g. adequately and properly
located openings, good functional relationship.
15. Factors which influence the design of residential buildings in Nigeria are site,
town planning authority regulations, materials and labour availability, client
taste/culture, financial ability.
16. Ability to distinguish between design plan and as built plan.
B. Capacity Building Needs of Teachers of Building Drawing in Drafting
Material and Equipment
1. Ability to use various architectural drafting materials and equipment.
2. Various standard sizes of drawing papers and explain their uses
3. Various metric scales on Architect’s triangular or flat scales and demonstrate
their use in building drawings
4. Character and use of ( i). Cartridge drawing paper ( ii). Natural tracing paper
(iii). Tracing film (acetate paper)
5. Appropriate instruments and use them effectively in the production of
building drawings.
6. The working principles of a typical plan printing machine or device, basic
principles of design.
7. Types of exterior and interior finishes for domestic building and explain their
application
8. The use of electronic drawing board
9. Differentiate between manual and electronic drawing boards.
65
C. Capacity Building Needs of Teachers of Building Drawing in Sketching
and Designing
1. Use of town planning design and regulations
2. The feature/characteristics of a given surveyor’s plan e.g. Solar orientation,
plot size
3. Drawing of preliminary sketch design of a modern 3-bedroom bungalow for
a teacher.
4. Presentation/working drawings to suitable scales
5. Space arrangement and choice of materials of a proposed bungalow
6. Common forms and general structural features of various building types
7. the influence of functions on the form and structure of buildings using
examples of building in 32 above
8. Describe the general functional space features of building in above
9. Method of constructing various types of stairs
10. Essential requirement of stairs construction
D. Capacity Building Needs of Teachers of Building Drawing in Working
Drawing
1. working drawing to suitable scales of the proposed bungalow
2. Draw details of essential sections.
3. Foundation plan.
4. Site plan
5. Septic tank and soakaway pit suitable for bungalow
6. Draw the interior elevations sections of the kitchen and launderette
66
7. Location of electrical services.
8. Draw the electrical service plan for a bungalow
9. Scheduling, state uses and typical subjects for schedules
10. State two categories of information in schedules
11. Prepare the following schedule for the bungalow: doors, windows, electrical
installation, plumbing, painting, and reinforcements.
12. Trace and ink effectively the design and working drawing.
13. Use of plan printing machine or a manual printing device.
14. Assess the quality of drawings from printed copies.
E. Capacity Building Needs of Teachers of Building Drawing in Computer
Aided Drafting
1. Ability to move the mouse pointer onto CAD program
2. Read and interpret drawings
3. Ability to use two dimensions (2D) in CAD program
4. Ability to use three dimensions (3D) in CAD program
5. Design a building to face the equator or (a few degrees to the east to capture
the moving sun).
6. Place windows during design to face midday sun in the winter and be shaded
in the summer
7. Design a cool roof or green roof.
8. Access CAD drawing from internet
9. Modify drawing on CAD
67
10. Organise and print drawing in CAD
11. Retrieve CAD drawing from internet
12. Store drawing in CAD
Findings from the Hypotheses
1. There was no significant difference between the mean responses of teachers
of Building Drawing in Polytechnics and Colleges of Education on the
capacity building needs of teachers of Building Drawing in basic design
process.
2. There was no significant difference between the mean responses of teachers
of Building Drawing in Polytechnics and Colleges of Education on the
capacity building needs of teachers of Building Drawing in drafting and
materials and equipment.
3. There was no significant difference between the mean responses of teachers
of Building Drawing in Polytechnics and Colleges of Education on the
capacity building needs of teachers of Building Drawing in sketching and
designing.
4. There was no significant difference between the mean responses of teachers
of Building Drawing in Polytechnics and Colleges of Education on the
capacity building needs of teachers of Building Drawing in working drawing.
5. There was no significant difference between the mean responses of teachers
of Building Drawing in Polytechnics and Colleges of Education on the
68
capacity building needs of teachers of Building Drawing in Computer Aided
Drafting (CAD).
Discussion of Findings
The findings of this study revealed that teachers of building drawing in
polytechnics and colleges of education in north eastern Nigeria need capacity
building in 16 items on basic design process. These items identified by the
respondents include: arrangement of drawing on the sheet, indication of major and
minor titles, identify various lines used in technical drawing and their applications,
use of graphical symbols and representation in building drawing, recognise various
lettering styles, apply appropriate lettering styles in producing building drawings
and title block in B.S. 1192 or similar Nigerian standard. These findings were in
agreement with the opinion of Saylor, Alexander and Lewis (2000) that teachers of
building drawing need to be competent in making a reasoned argument and
anticipate consequences about the outcome of the design and communication
process and demonstrating a crucial awareness of the interrelationship between
design and the need of society. The authors further added that teachers competent in
the use of graphical symbols and representation in building drawing.
The findings of this study revealed that teachers of Building Drawing in
Polytechnics and Colleges of Education in North eastern Nigeria need capacity
building in 9 items on drafting and materials and equipment. These items identified
by the respondents include: ability to use various architectural drafting material and
equipment, various standard sizes of drawing papers and explain their uses, various
metric scales on Architect’s triangular or flat scales and demonstrate their use in
69
building drawings, character and use of cartridge drawing paper, natural tracing
paper and tracing film (acetate paper). These findings were in consonance with the
opinion of Goetsch, Chalk and Nelson (2000) that teachers of building drawing
should be competent in using basic drawing instrument such as Drawing board, T-
square, 45° triangle, 30° – 60° triangle, triangular scale, Centre wheel bow compass,
Drop bow compass, Irregular curve, Dividers, Drafting brush, Mechanical drafting
pencils with lead, Protractor, Erasing shield, Eraser, Circle template, Ellipse
template, Drafting tape, Calculator, Dry cleaning pad in order for learning to take
place. The author further said that teachers should be frequently retrained on how to
make use of the building drawing equipment.
The findings of this study revealed that teachers of Building Drawing in
Polytechnics and Colleges of Education in North eastern Nigeria need capacity
building in 10 items on sketching and designing. These items identified by the
respondents include: use of town planning design and regulations, the
feature/characteristics of a given surveyor’s plan e.g. Solar orientation, plot size,
drawing of preliminary sketch design of a modern 3-bedroom bungalow for a
teacher, presentation/working drawings to suitable scales, space arrangement and
choice of materials of a proposed bungalow, common forms and general structural
features of various building types, the influence of functions on the form and
structure of buildings using examples of building in 32 above. These findings were
in line with the opinion of Goetsch, Chalk and Nelson (2010) that sketching is one
most important skill for drafters and designers. Also these findings were in
agreement with the opinion of Graham (2004) that teachers of Building Drawing
70
must posses the following technical sketching skills: drawing by hand can reinforce
fundamental skills like the selection of appropriate coordinate systems,
understanding of spatial and mass relationships and prediction of inferences; hand
drawings are crosscultural, crossgender and understood by others regardless of
educational background; hand drawings are easily passed around for comment or
annotation or to elicit further ideas.
The findings of this study revealed that teachers of Building Drawing in
Polytechnics and Colleges of Education in North eastern Nigeria need capacity
building in 14 items on working drawing. These items identified by the respondents
include: location of electrical services, draw the electrical service plan for a
bungalow, scheduling, state uses and typical subjects for schedules, state two
categories of information in schedules, prepare the following schedule for the
bungalow: doors, windows, electrical installation, plumbing, painting, and
reinforcements, trace and ink effectively the design and working drawing, use of
plan printing machine or a manual printing device and assess the quality of drawings
from printed copies. These findings were in line with the opinion of Ralph, (1999)
that location of electrical services and draw of electrical service plan for a bungalow
are among of the crucial areas of building drawing where teachers should be
knowledgeable and competent.
The findings of this study revealed that teachers of Building Drawing in
Polytechnics and Colleges of Education in North eastern Nigeria need capacity
building in 12 items on computer aided drafting. These items identified by the
respondents include: ability to move the mouse pointer onto CAD program, read and
71
interpret drawings, ability to use two dimensions (2D) in CAD program, ability to
use three dimensions (3D) in CAD program, design a building to face the equator or
(a few degrees to the east to capture the moving sun), place windows during design
to face mid-day sun in the winter and be shaded in the summer. These findings were
in line with the opinion of Onah and Okoro (2010) that teachers in Colleges of
Education have no skills to impart good knowledge of ICT (CAD) tools to their
students due to the fact that they lack the desired training. The authors further
explained that there is need for teachers of Building Drawing to acquire some CAD
skills, especially, at present technological ages were information is of global and
more effective, it is necessary to make learners in Building Drawing become part of
this global information system through CAD competent teachers.
There was no significant difference between the mean responses of teachers
of Building Drawing in Polytechnics and Colleges of Education on the capacity
building needs of teachers of Building Drawing in basic design process. The
implication of the study above is that the level of education (qualifications) of
teachers of building drawing in polytechnics and colleges of education did not
significantly influence their opinion on the capacity building needs of teachers of
Building Drawing in basic design process.
There was no significant difference between the mean responses of teachers
of Building Drawing in Polytechnics and Colleges of Education on the capacity
building needs of teachers of Building Drawing in drafting and materials and
equipment. The implication of the finding is that the profession of the two groups of
72
respondents did not significantly affect the opinion of the respondents in the nine
items.
There was no significant difference between the mean responses of teachers
of Building Drawing in Polytechnics and Colleges of Education on the capacity
building needs of teachers of Building Drawing in sketching and designing. The
implication of the finding is that the profession of the two groups of respondents did
not significantly affect the opinion of the respondents in the 10 items.
There was no significant difference between the mean responses of teachers
of Building Drawing in Polytechnics and Colleges of Education on the capacity
building needs of teachers of Building Drawing in working drawing. The
implication of the finding is that the profession of the two groups of respondents did
not significantly affect the opinion of the respondents in the 14 items.
There was no significant difference between the mean responses of teachers
of Building Drawing in Polytechnics and Colleges of Education on the capacity
building needs of teachers of Building Drawing in Computer Aided Drafting (CAD).
The implication of the study above is that the qualifications of teachers of building
drawing in polytechnics and colleges of education did not significantly influence
their opinion on the capacity building needs of teachers of Building Drawing in
computer aided drafting.
73
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Re-statement of the Problem
The inability of the vocational technical education programmes to impart the
necessary skills to students has contributed to the high level of unemployment in the
country. Abimboye (2009) cited a World Bank report which estimated that about 40
million Nigerians are unemployed and that employers find it difficult to absorb
young graduates because they do not possess the modern skills needed in the 21st
century economy. Unemployment among graduates of technical institutions has also
been blamed on the mismatch between the skills provided and job requirements in
the market place (Iwunze, 2002). A World Bank survey which was reported by
Shiundu (2008) also revealed that most graduates are weak in problem solving,
business understanding, computer use, team work, and communication skills. The
products of Building Drawing are not left out of this problem.
In recognition for the need to improve NCE (Technical) curriculum to
accommodate modern technology, the National Commission for Colleges of
Education (NCCE) minimum standard (2008) has included CAD in it.
The present teachers of Building Drawing are products of Universities of
Technology and other degree awarding institutions running technical education
programme that has not passed through any curriculum with CAD content but are
now expected to teach CAD to students. The issue is: will the teachers of Building
Drawing be able to teach CAD, when they had no knowledge or training in CAD?
74
Today, Building Drawing in workplaces is being practice with the use of
CAD technology and going by one of the Vocational education theories, that the
training environment should be a replica of where the individuals will eventually
work. This is emphasising the use of CAD for Building Drawing.
In addition, the present method of teaching Building Drawing seems to make
students not to retain new information and achieve academic excellence. As
observed by Lohr, Ross and Morrison (1995) building/technical drawing instruction
transmitted to the students do not follow proper sequential instruction. The lack of
students’ direct interaction with the software, the control of pace and sequence of
instructional material according to Nwoke (1993) cannot accommodate individual
learning styles thereby causing frustration and loss of interest in drawing course.
Therefore, the need for re-training of teachers of Building Drawing is imperative.
However, Okoro (1992) noted that drawing which includes building and
mechanical drawing is a necessary background to other technical subjects.
According to him, it could open the door to industrial development in the country.
Based on the above premise, it therefore becomes imperative to ascertain the skills
possessed and needed by teachers of Building Drawing in NCE Programmes of
Polytechnics and Colleges of Education in North eastern Nigeria.
Specifically; the study determined:
1 Capacity building needs of teachers of Building Drawing in basic
design process.
2 Capacity building needs of teachers of Building Drawing in drafting
materials and equipment.
75
3 Capacity building needs of teachers of Building Drawing in Sketching
and designing.
4 Capacity building needs of teachers of Building Drawing in working
drawing.
5 Capacity building needs of teachers of Building Drawing in Computer
Aided Drafting (CAD)
Summary of Procedures Used
The study adopted survey research design. The population for the study was
83 which comprised 33 teachers of Building Drawing in Polytechnics and 50
teachers of Building Drawing in Colleges of Education in North eastern Nigeria.
There was no sampling because the population is of manageable size. A
questionnaire consisting of 72 items was developed and used for data collection.
The questionnaire was face validated by three lecturers from Department of
Vocational Teacher Education, University of Nigeria, Nsukka. The Validates were
given a copy each of the questionnaire and were required to indicate any irrelevant
statement(s) or wrongly worded items. They were also requested to proffer
suggestions for improving the instrument in meeting the purpose of the study. The
suggestions and recommendations of the validates were integrated into the modified
copy of the questionnaire that was used for data collection.
Cronbach alpha method was used to estimate the reliability coefficient of the
instrument. A total of 83 copies of the questionnaire were administered on the
respondents by the researcher and with the aid of two trained research assistants.
The completed questionnaire were collected after an interval of one week. The data
76
collected were analyzed using Mean and Improvement Needed Index (INI) to
answer the research questions while t-test was used to test the hypotheses at 0.05
level of significance.
Major Findings
1. Teachers of Building Drawing needed capacity building in sixteen (16)
items on Basic Design Process.
2. Teachers of Building Drawing needed capacity building in nine (9)
items on Drafting Materials and Equipment.
3. Teachers of Building Drawing needed capacity building in ten (10)
items on Sketching and Designing.
4. Teachers of Building Drawing needed capacity building in fourteen
(14) items on working drawing.
5. Teachers of Building Drawing needed capacity building in twelve (12)
items on Computer Aided Drafting (CAD)
Implications of the Study
The findings of the study had implication for governments, students and teachers
of Building Drawing in Polytechnics and Colleges of Education in North eastern
Nigeria. From the outcome of the study it implies that:
1. If the identified areas where teachers of Building Drawing need capacity
building are packaged and made available to retrain teachers, competency
will achieved and thereby improve their effectiveness in teaching.
77
2. If the teachers of building drawing are retrained they will teach well and the
students will be forced to learn skills that will make them employable after
graduation.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
Students of vocational and technical education at all levels can only acquire
needed skills for employment after graduation if they acquire the required skills. For
the students to posses these skills, there is need to build the capacity of teachers of
Building Drawing based on the findings of this study.
Recommendations
Based on the findings of the study, the following recommendations are made:
1. Workshops and seminars should be organized for teachers of Building
Drawing on basic design process, drafting materials and equipment, working
drawing, sketching and designing and computer aided drafting in order to
build their capacity.
2. Teachers of Building Drawing should be also sent for further training in the
Universities in order to acquire more knowledge in their area of
specialization.
3. Training equipment, machines and books should be provided to schools
offering Building Drawing by government and philanthropists in the society
for effective training.
78
Suggestions for Further Research
The following are suggested for further research:
1. Similar studies should be carried out in other States or zones of Nigeria
2. A similar study should be carried out in other technical courses such as
Woodwork, Electrical/electronics Technology, Automechanics, and Metal
work Technology.
3. Competency improvement needs of Teachers of Building Drawing in NCE
programmes of Polytechnics and Colleges of Education in North eastern
Nigeria.
4. Professional capacity building needs of Teachers of Building Technology in
Polytechnics in North eastern Nigeria.
5. Work skills improvement needs of graduates of Building Technology for
employment after in North eastern Nigeria.
79
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85
APPENDIX A
Department of Vocational
Teacher Education,
University of Nigeria,
Nsukka
Date
Dear Respondent,
Questionnaire on: Capacity Building Needs of Teachers of Building
Drawing in NCE Programmes of Polytechnics and Colleges of Education
in North Eastern Nigeria.
I am a postgraduate student of the above named University undertaking
a research project on the above topic. Your assistance is greatly needed in the
conduct of this study.
The attached questionnaire is designed to elicit the necessary
information. You are please requested to respond to the items as objectively as
possible. Every information supplied will be treated as confidential and will
be used strictly for academic purposes only.
Thank you for your cooperation.
Yours faithfully,
Usman, Akeem
86
APPENDIX B
QUESTIONNAIRE
Capacity Building Needs of Teachers of Building Drawing in NCE Programmes of
Polytechnics and Colleges of Education in North Eastern Nigeria.
SECTION A
Personal Data
Please check (√) the appropriate response that is most applicable to you.
Name of your institution ………………………………………………….
………………………………………………………………………..........
SECTION B
Capacity Building needs of teachers of Building Drawing in Basic Design Process.
Please, indicate by check (√) in appropriate column, the Capacity Building Needs of
Teachers of Building Drawing in Polytechnics and Colleges of Education in Basic Design
Process.
Note: For Needed Column
Very Highly Needed - VHN
Highly Needed - HN
Moderately Needed - MN
Slightly Needed - SN
Not Needed - NN
While the performance column is assigned as follows:
Very High Performance - VHP
High Performance - HP
Moderate Performance - MP
Low performance - LP
No Performance - NP
S/No
Basic Design Process
Needed Column Performance column
VHN
HN
MN
SN
NN
VHP
HP
MP
LP
NP
1 Drawing of boundary lines
and squaring up.
2 Placing of title block and personal data.
87
3 Arrangement of drawing
on the sheet.
4 Indication of major and minor titles.
5 Identify various lines used
in technical drawing and their applications.
6 Use of graphical symbols
and representation in
building drawing.
7 Recognise various lettering
styles.
8 Apply appropriate lettering
styles in producing building drawings.
9 Title block in B.S. 1192 or
similar Nigerian standard.
10 Use sketches to describe dimensioning methods in
building.
11 State factors which govern
choice of scale.
12 State a range of standard
scales for the following:
site plans, door plans, elevations.
13 Explain the concepts of
form, function and beauty
as applied in building design.
14 Identify the basic parts of a
typical residential
bungalow: living room, kitchen room, porch and
their relationship.
15 State the design required with regard to warm
climate condition.
16 Explain how site
characteristics may influence the design of a
building.
17 Enumerate the
characteristics of good floor plan, e.g. adequate
and properly located
openings, good functional relationship.
18 Factors which influence
the design of residential
buildings in Nigeria, e.g. site, town planning
authority regulations,
materials and labour
88
availability, client
taste/culture, financial ability.
19 Ability to distinguish
between design plan and as
built plan.
SECTION C
Capacity Building Needs of Teachers of Building Drawing in Drafting Material and
Equipment
Please, indicate by check (√) in appropriate column, the Capacity Building Needs of
Teachers of Building Drawing in Polytechnics and Colleges of Education in Drafting
Materials and Equipment.
S/No
Drafting Materials and
Equipment
Needed Column Performance Column
VHN
HN
MN
SN
NN
VHP
HP
MP
LP
NP
1 Ability to use various
architectural drafting material
and equipment.
2 Various standard sizes of
drawing papers and explain
their uses.
3 Various standard sizes of drawing boards and explain
their uses.
4 Various metric scales on Architect’s triangular or flat
scales and demonstrate their
use in building drawings.
5 Character and use of:- i. Cartridge drawing paper
ii. Natural tracing paper
iii. Tracing film (acetate paper).
6 Appropriate instruments and
use them effectively in the
production of building drawings.
7 The working principles of a
typical plan printing machine
or device, basic principles of design.
8 Types of exterior and interior
finishes for domestic building and explain their application.
89
9 Identify and explain the uses
of different drawing pens.
10 The use of electronic drawing board.
11 Differentiate between manual
and electronic drawing boards.
SECTION D
Capacity Building Needs of Teachers of Building Drawing in Sketching and Designing
Please, indicate by check (√) in appropriate column, the Capacity Building Needs of
Teachers of Building Drawing in Polytechnics and Colleges of Education in Sketching and
Designing. S/No
Sketching and Designing
Needed Column Performance Column
VHN
HN
MN
SN
NN
VHP
HP
MP
LP
NP
1 Use of town planning design
and regulations.
2 Features that influence the
design of residential building.
3 Preliminary sketch design.
4 The feature/characteristics of
a given surveyor’s plan e.g. Solar orientation, plot size.
5 Drawing of preliminary
sketch design of a modern 3-bedroom bungalow for a
teacher.
6 Presentation/working
drawings to suitable scales
7 Space arrangement and
choice of materials of a
proposed bungalow.
8 Common forms and general
structural features of various building types.
9 the influence of functions on
the form and structure of buildings using examples of
building in 32 above.
10 Describe the general
functional space features of building in above
11 Method of constructing
various types of stairs.
12 Essential requirement of stairs construction.
90
SECTION E
Capacity Building Needs of Teachers of Building Drawing in Working Drawing
Please, indicate by check (√) in appropriate column, the Capacity Building Needs of
Teachers of Building Drawing in Polytechnics and Colleges of Education in Working
Drawing.
S/No
Working Drawing
Needed Column Performance Column
VHN
HN
MN
SN
NN
VHP
HP
MP
LP
NP
1 working drawing to
suitable scales of the
proposed bungalow
2 Draw elevation to suitable scale.
3 Draw details of essential
sections.
4 Foundation plan.
5 Site plan.
6 Detailing.
7 Septic tank and soakaway
pit suitable for bungalow
8 Draw the interior
elevations sections of the
kitchen and launderette.
9 Location of electrical services.
10 Draw the electrical
service plan for a bungalow.
11 Scheduling, state uses
and typical subjects for
schedules.
12 State two categories of
information in schedules.
13 Prepare the following
schedule for the bungalow: doors,
windows, electrical
installation, plumbing, painting, and
reinforcements.
14 Trace and ink effectively
the design and working drawing.
15 Use of plan printing
machine or a manual
printing device.
91
16 Assess the quality of
drawings from printed copies.
SECTION F
Capacity Building Needs of Teachers of Building Drawing in Computer Aided Drafting
(CAD)
Please, indicate by check (√) in appropriate column, the Capacity Building Needs of
Teachers of Building Drawing in Polytechnics and Colleges of Education in Computer
Aided Drafting (CAD).
S/No
Computer Aided Drafting
(CAD)
Needed Column Performance Column
VHN
HN
MN
SN
NN
VHP
HP
MP
LP
NP
1 Ability to start window
button to display the start menu
2 Ability to move the mouse
pointer onto CAD program
3 Open CAD exiting document
4 Read and interpret
drawings
5 Ability to use two dimensions (2D) in CAD
program
6 Ability to use three
dimensions (3D) in CAD program
7 Design a building to face
the equator or (a few degrees to the east to
capture the moving sun).
8 Place windows during
design to face midday sun in the winter and be shaded
in the summer.
9 Design a cool roof or green
roof.
10 Access CAD drawing from
internet
11 Modify drawing on CAD
12 Organise and print drawing
in CAD
13 Retrieve CAD drawing
from internet
14 Store drawing in CAD
92
APPENDIX C
The table of population distribution of the respondents
Number of Tertiary Institution Lecturers in Building Technology Department.
North Eastern
Zone
S/no. Institutions No. of Teachers
1.
2.
3.
4.
Ramat Polytechnic,
Maiduguri.
Federal Polytechnic,
Mubi.
Taraba State Polytechnic,
Jalingo.
Abubakar Tatari Ali
Polytechnic, Bauchi.
9
10
7
7
5.
6.
7.
8.
9.
Umar Ibn El-Kanemi
College of Education
College of Education,
Hong
Federal College of
Education (Technical),
Gombe.
Federal College of
Education (Technical),
Potiskum.
College of Education,
Azare.
11
8
12
11
8
83
Sources: - National Commission for Colleges of Education (NCCE)
-National Board for Technical Education (NBTE)
93
APPENDIX D
RELIABILITY RESULTS
Section B of the Instrument Case Processing Summary
N %
Cases Valid 12 100.0
Excludeda 0 .0
Total 12 100.0
Reliability Statistics
Cronbach's Alpha N of Items
.811 19
Section C of the Instrument Case Processing Summary
N %
Cases Valid 12 100.0
Excludeda 0 .0
Total 12 100.0
Reliability Statistics
Cronbach's Alpha N of Items
.801 11
Section D of the Instrument Case Processing Summary
N %
Cases Valid 12 100.0
Excludeda 0 .0
Total 12 100.0
Reliability Statistics
Cronbach's Alpha N of Items
.800 12
94
Section E of the Instrument
Case Processing Summary
N %
Cases Valid 12 100.0
Excludeda 0 .0
Total 12 100.0
Reliability Statistics
Cronbach's Alpha N of Items
.812 16
Section F of the Instrument Case Processing Summary
N %
Cases Valid 12 100.0
Excludeda 0 .0
Total 12 100.0
Reliability Statistics
Cronbach's Alpha N of Items
.804 14
Total Reliability for the Sections of Instrument Case Processing Summary
N %
Cases Valid 12 100.0
Excludeda 0 .0
Total 12 100.0
Reliability Statistics
Cronbach's Alpha N of Items
.805 72
95
APPENDIX E
Data for Research Questions
Research Question 1-Needed
N Mean Std. Deviation
Item1 83 3.52 .40743
Item2 83 3.64 .58173
Item3 83
3.66
.58745
Item4 83 3.61 .48169
Item5 83 3.71 .48501
Item6 83 3.54 .49725
Item7 83 3.62 .57689
Item8 83 3.81 .46301
Item9 83 3.95 .76791
Item10 83 3.66 .64035
Item11 83 3.62 .57013
Item12 83 3.68 .62578
Item13 83 3.91 .47870
Item14 83 3.84 .56891
Item15 83 3.74 .43011
Item16 83 3.59 .77912
Item17 83 3.61 .64353
Item18 83 3.73 .57134
Item19 83 3.55 .62782
Research Question 1-Performance
N Mean Std. Deviation
Item1 83 3.89 .4730
Item2 83 3.77 .5173
Item3 83
2.63
.5845
Item4 83 2.88 .4869
Item5 83 2.48 .4851
Item6 83 2.31 .4975
Item7 83 2.04 .5789
Item8 83 2.92 .4631
Item9 83 1.22 .7671
Item10 83 2.08 .6405
Item11 83 3.74 .5703
Item12 83 2.21 .6258
Item13 83 2.87 .4780
Item14 83 2.88 .5689
Item15 83 2.45 .4301
Item16 83 3.10 .7791
Item17 83 2.84 .6435
Item18 83 2.99 .5713
Item19 83 2.48 .6278
96
Research Question 2-Needed N Mean Std. Deviation
Item1 83 3.52 .54132
Item2 83 3.64 .74088
Item3 83
3.66
.63043
Item4 83 3.68 .74407
Item5 83 3.77 .53559
Item6 83 3.74 .56922
Item7 83 3.67 .94514
Item8 83 3.58 .62736
Item9 83 3.85 .46507
Item10 83 3.60 .91169
Item11 83 3.62 .60185
Research question 2- Performance
N Mean Std. Deviation
Item1 83 3.01 .5132
Item2 83 2.87 .7088
Item3 83
3.69
.6043
Item4 83 2.81 .4407
Item5 83 2.78 .5559
Item6 83 2.72 .5922
Item7 83 2.84 .9514
Item8 83 2.62 .6736
Item9 83 3.89 .4507
Item10 83 2.89 .9169
Item11 83 2.74 .6185
Research Question 3-Needed
N Mean Std. Deviation
Item1 83 3.82 .82121
Item2 83 3.54 .75210
Item3 83
3.76
.62935
Item4 83 3.61 .64591
Item5 83 3.78 .72568
Item6 83 3.74 .57330
Item7 83 3.62 .76287
Item8 83 3.83 .63304
Item9 83 3.65 .61813
Item10 83 3.60 .59898
Item11 83 3.52 .60998
Item12 83 3.82 .76287
97
Research Question 3- Performance
N Mean Std. Deviation
Item1 83 3.51 .8121
Item2 83 3.57 .7510
Item3 83
3.83
.6235
Item4 83 2.78 .6591
Item5 83 2.56 .7568
Item6 83 2.81 .5330
Item7 83 2.54 .7287
Item8 83 3.00 .6304
Item9 83 3.02 .6813
Item10 83 2.28 .5998
Item11 83 2.54 .6998
Item12 83 3.51 .7287
Research Question 4-Needed
N Mean Std. Deviation
Item1 83 3.72 .64591
Item2 83 3.55 .72165
Item3 83
3.80 .69294
Item4 83 3.72 .51835
Item5 83 3.80 .82202
Item6 83 3.74 .51156
Item7 83 3.66 .68467
Item8 83 3.70 .66198
Item9 83 3.89 .79761
Item10 83 3.96 .71706
Item11 83 3.62 .57503
Item12 83 3.88 .54777
Item13 83 3.93 .57418
Item14 83 3.59 .69594
Item15 83 3.78 .51865
Item16 83 3.51 .82222
Research Question 4-Performance
N Mean Std. Deviation
Item1 83 3.31 .6591
Item2 83 3.67 .7165
Item3 83
3.63 .6294
Item4 83 2.98 .5835
Item5 83 2.48 .8202
Item6 83 3.92 .5156
Item7 83 2.34 .6467
Item8 83 2.92 .6698
Item9 83 1.22 .7761
Item10 83 2.11 .7706
98
Item11 83 2.84 .5503
Item12 83 2.52 .5777
Item13 83 2.31 .5418
Item14 83 2.38 .6594
Item15 83 1.98 .5865
Item16 83 2.56 .8222
Research Question 5- Needed
Research Question 5- Performance
N Mean Std. Deviation
Item1 83 3.60 .49462
Item2 83 3.54 .66368
Item3 83
3.60
.49710
Item4 83 3.61 .69939
Item5 83 3.78 .63825
Item6 83 3.54 .49219
Item7 83 3.92 .94271
Item8 83 3.83 .60003
Item9 83 3.96 .57863
Item10 83 3.86 .77152
Item11 83 3.69 .78653
Item12 83 3.80 .57009
Item13 83 3.61 .94712
Item14 83 3.78 .61004
N Mean Std. Deviation
Item1 83 3.98 .4462
Item2 83 2.27 .6368
Item3 83
3.91
.4710
Item4 83 2.80 .6939
Item5 83 2.34 .6825
Item6 83 2.60 .4219
Item7 83 2.11 .9271
Item8 83 2.62 .6003
Item9 83 2.37 .5863
Item10 83 2.48 .7152
Item11 83 2.44 .7653
Item12 83 3.80 .5009
Item13 83 3.61 .9712
Item14 83 3.78 .6004
99
APPENDIX F
Data for Hypotheses
t-Test for Hypothesis 1
Status N Mean Std. Deviation
Item1 Teachers in Poly 33 3.90 0.82
Teachers in COE 50 3.68 0.62
Item2 Teachers in Poly 33 4.30 0.80
Teachers in COE 50 3.72 0.71
Item3 Teachers in Poly 33 4.10 0.91
Government 50 3.81 0.50
Item4 Teachers in Poly 33 3.90 0.78
Teachers in COE 50 3.72 0.90
Item5 Teachers in Poly 33 3.95 0.94
Teachers in COE 50 3.54 0.56
Item6 Teachers in Poly 33 3.60 0.63
Teachers in COE 50 3.81 0.78
Item7 Teachers in Poly 33 3.53 0.82
Teachers in COE 50 3.45 0.68
Item8 Teachers in Poly 33 3.61 0.82
Teachers in COE 50 3.45 0.93
Item9 Teachers in Poly 33 3.33 0.97
Teachers in COE 50 3.27 0.84
Item10 Teachers in Poly 33 3.54 0.76
Teachers in COE 50 3.63 0.60
Item11 Teachers in Poly 33 3.15 0.65
Teachers in COE 50 3.09 0.93
Item12 Teachers in Poly 33 3.72 0.96
Teachers in COE 50 2.81 0.75
Item13 Teachers in Poly 33 3.20 0.81
Teachers in COE 50 3.45 0.80
Item14
Teachers in Poly
Teachers in COE 33 3.51 0.80
Item15 Teachers in Poly
Teachers in COE 50 3.18 0.73
1tem16 Teachers in Poly
Teachers in COE 33 3.35 0.85
Item17 Teachers in Poly
Teachers in COE 50 3.45 0.87
Item18 Teachers in Poly
Teachers in COE 33 3.70 0.89
Item19 Teachers in Poly
Teachers in COE 50 3.72 0.93
100
t-test for Equality of Means
t df Sig. (2-tailed) Mean Difference
Item1 Equal variances assumed 1.30 81 .317 .20833
Item2 Equal variances assumed 1.06 81 1.000 .00000
Item3 Equal variances assumed 0.72 81 .094 -.37500
Item4 Equal variances assumed 0.55 81 .036 -.41667
Item5 Equal variances assumed 1.03 81 .574 .12500
Item6 Equal variances assumed 0.04 81 .181 -.29167
Item7 Equal variances assumed 0.10 81 .884 .04167
Item8 Equal variances assumed 0.36 81 .374 -.25000
Item9 Equal variances assumed 0.06 81 .861 -.08333
Item10 Equal variances assumed 0.39 81 1.000 .00000
Item11 Equal variances assumed 0.78 81 .914 -.04167
Item12 Equal variances assumed 0.23 81 .101 -.70833
Item13 Equal variances assumed 0.78 81 .573 -.14931
Item14 Equal variances assumed 0.50 81 1.01
Item15 Equal variances assumed 0.30 81 .095
Item16 Equal variances assumed 0.56 81 .031
Item17 Equal variances assumed 0.44 81 .574
Item18 Equal variances assumed 1.01 81 .184
Item19 Equal variances assumed 1.21 81 .885
t-Test for Hypothesis 2
Status N Mean Std. Deviation
Item1 Teachers in Poly 33 4.34 0.85
Teachers in COE 50 4.04 1.08
Item2 Teachers in Poly 33 4.20 1.06
Teachers in COE 50 4.10 1.12
Item3 Teachers in Poly 33 4.27 0.82
Teachers in COE 50 4.08 1.14
Item4 Teachers in Poly 33 3.47 1.12
Teachers in COE 50 3.42 1.13
Item5 Teachers in Poly 33 3.83 0.87
Teachers in COE 50 3.92 1.02
Item6 Teachers in Poly 33 3.86 0.90
Teachers in COE 50 3.98 0.99
Item7 Teachers in Poly 33 3.45 1.08
Teachers in COE 50 3.24 1.23
Item8 Teachers in Poly 33 3.70 0.85
Teachers in COE 50 3.80 0.88
Item9 Teachers in Poly 33 3.19 1.015
Teachers in COE 50 3.22 1.14
Item10 Teachers in Poly 33 3.47 1.16
Teachers in COE 50 3.28 1.16
Item11 Teachers in Poly 33 3.50 1.07
Teachers in COE 50 4.34 0.85
101
t-test for Equality of Means
t df Sig. (2-tailed) Mean Difference
Item1 Equal variances assumed 1.04 81 .317 .20833
Item2 Equal variances assumed 0.54 81 1.000 .00000
Item3 Equal variances assumed 1.01 81 .094 -.37500
Item4 Equal variances assumed 0.24 81 .036 -.41667
Item5 Equal variances assumed 0.50 81 .574 .12500
Item6 Equal variances assumed 0.68 81 .181 -.29167
Item7 Equal variances assumed 1.03 81 .884 .04167
Item8 Equal variances assumed 0.56 81 .374 -.25000
Item9 Equal variances assumed 0.32 81 .861 -.08333
Item10 Equal variances assumed 0.89 81 1.000 .00000
Item11 Equal variances assumed 0.13 81 .914 -.04167
t-Test for Hypothesis 3
Status N Mean Std. Deviation
Item1 Teachers in Poly 33 3.75 1.08
Teachers in COE 50 3.90 1.08
Item2 Teachers in Poly 33 4.01 1.04
Teachers in COE 50 3.76 0.81
Item3 Teachers in Poly 33 4.11 0.90
Government 50 4.04 0.95
Item4 Teachers in Poly 33 4.00 1.14
Teachers in COE 50 3.96 1.04
Item5 Teachers in Poly 33 3.77 0.91
Teachers in COE 50 3.84 0.93
Item6 Teachers in Poly 33 3.75 1.11
Teachers in COE 50 3.68 0.97
Item7 Teachers in Poly 33 3.81 1.01
Teachers in COE 50 3.72 1.07
Item8 Teachers in Poly 33 4.25 1.02
Teachers in COE 50 3.98 0.88
Item9 Teachers in Poly 33 4.05 1.04
Teachers in COE 50 3.64 0.78
Item10 Teachers in Poly 33 3.98 1.14
Teachers in COE 50 3.52 0.81
Item11 Teachers in Poly 33 3.76 0.93
Teachers in COE 50 3.76 0.94
Item12 Teachers in Poly 33 3.84 0.87
Teachers in COE 50 3.75 0.92
102
t-test for Equality of Means
t df Sig. (2-tailed) Mean Difference
Item1 Equal variances assumed 0.78 81 .317 -1.00000
Item2 Equal variances assumed 1.51 81 1.000 -.75000
Item3 Equal variances assumed 0. 81 .094 -.15000
Item4 Equal variances assumed 0.20 81 .036 .28333
Item5 Equal variances assumed 0.36 81 .574 .10000
Item6 Equal variances assumed 0.34 81 .181 .01667
Item7 Equal variances assumed 0.50 81 .884 -.28333
Item8 Equal variances assumed 1.55 81 .374 -.23000
Item9 Equal variances assumed 1.50 81 .861 -1.00000
Item10 Equal variances assumed 1.3 81 1.000 -.75000
Item11 Equal variances assumed 0.22 81 .914 -.15000
Item 12 Equal variances assumed 1.52 .28333
t-Test for Hypothesis 4
Status N Mean Std. Deviation
Item1 Teachers in Poly 33 3.02 1.51
Teachers in COE 50 3.14 1.56
Item2 Teachers in Poly 33 3.05 1.19
Teachers in COE 50 3.02 1.53
Item3 Teachers in Poly 33 3.68 0.86
Government 50 3.34 1.09
Item4 Teachers in Poly 33 3.90 0.95
Teachers in COE 50 3.62 1.10
Item5 Teachers in Poly 33 3.76 1.08
Teachers in COE 50 3.84 1.03
Item6 Teachers in Poly 33 4.01 0.84
Teachers in COE 50 3.84 0.90
Item7 Teachers in Poly 33 4.04 1.12
Teachers in COE 50 4.00 1.14
Item8 Teachers in Poly 33 4.05 1.07
Teachers in COE 50 3.94 1.01
Item9 Teachers in Poly 33 4.00 1.00
Teachers in COE 50 3.82 1.00
Item10 Teachers in Poly 33 4.09 0.98
Teachers in COE 50 4.04 0.98
103
Item11 Teachers in Poly 33 4.19 1.02
Teachers in COE 50 4.12 1.06
Item12 Teachers in Poly 33 4.12 1.14
Teachers in COE 50 3.88 1.02
Item13 Teachers in Poly 33 4.16 1.16
Teachers in COE 50 3.88 1.17
Item14 Teachers in Poly
Teachers in COE 33 4.16 1.07
Item15 Teachers in Poly
Teachers in COE 50 3.94 1.20
t-test for Equality of Means
t df Sig. (2-tailed) Mean Difference
Item1 Equal variances assumed 1.20 81 .317 .86603
Item2 Equal variances assumed 0.39 81 1.000 .44721
Item3 Equal variances assumed 0.14 81 .094 .66856
Item4 Equal variances assumed 1.30 81 .036 .54772
Item5 Equal variances assumed 1.51 81 .574 .75378
Item6 Equal variances assumed 0.38 81 .181 .54772
Item7 Equal variances assumed 1.08 81 .884 1.04447
Item8 Equal variances assumed 0.19 81 .374 .00000
Item9 Equal variances assumed 0.59 81 .861 .75378
Item10 Equal variances assumed 0.97 81 1.000 .00000
Item11 Equal variances assumed 0.31 81 .914 .86603
Item12 Equal variances assumed 0.3 81 .101 .44721
Item13 Equal variances assumed 1.21 81 .573 -.14931
Item14 Equal variances assumed 1.36 81 1.01 1.04447
Item15 Equal variances assumed 1.15 81 .095 .00000
104
t-Test for Hypothesis 5
Status N Mean Std. Deviation
Item1 Teachers in Poly 33 3.95 0.68
Teachers in COE 50 3.54 0.81
Item2 Teachers in Poly 33 4.30 0.86
Teachers in COE 50 3.90 0.83
Item3 Teachers in Poly 33 4.35 0.81
Government 50 3.81 0.98
Item4 Teachers in Poly 33 4.35 0.67
Teachers in COE 50 3.63 0.69
Item5 Teachers in Poly 33 4.50 0.76
Teachers in COE 50 3.72 0.73
Item6 Teachers in Poly 33 4.25 0.63
Teachers in COE 50 3.54 0.81
Item7 Teachers in Poly 33 4.20 0.89
Teachers in COE 50 3.65 0.60
Item8 Teachers in Poly 33 4.15 0.81
Teachers in COE 50 3.36 0.60
Item9 Teachers in Poly 33 4.25 0.63
Teachers in COE 50 3.80 0.78
Item10 Teachers in Poly 33 4.35 0.67
Teachers in COE 50 3.88 0.87
Item11 Teachers in Poly 33 4.20 0.69
Teachers in COE 50 3.81 0.87
Item12 Teachers in Poly 33 4.00 0.79
Teachers in COE 50 3.72 0.90
Item13 Teachers in Poly 33 3.95 0.88
Teachers in COE 50 3.63 0.60
Item14 Teachers in Poly 33 3.80 0.95
105
t-test for Equality of Means
t df Sig. (2-tailed) Mean Difference
Item1 Equal variances assumed 1.08 81 .317 .86603
Item2 Equal variances assumed 1.12 81 1.000 .44721
Item3 Equal variances assumed 0.32 81 .094 .66856
Item4 Equal variances assumed 0.02 81 .036 .54772
Item5 Equal variances assumed 0.14 81 .574 .75378
Item6 Equal variances assumed 0.04 81 .181 .54772
Item7 Equal variances assumed 0.29 81 .884 1.04447
Item8 Equal variances assumed 0.34 81 .374 .00000
Item9 Equal variances assumed 0.91 81 .861 .75378
Item10 Equal variances assumed 0.78 81 1.000 .00000
Item11 Equal variances assumed 0.43 81 .914 .86603
Item12 Equal variances assumed 0.12 81 .101 .44721
Item13 Equal variances assumed 0.35 81 .573 -.14931
Item14 Equal variances assumed 0.34 81 1.01 1.04447