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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

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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

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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

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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

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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

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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.

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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

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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,

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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

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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.


Sketching and designing.


working drawing.


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.

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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.

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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?


drafting materials and equipment?


sketching and designing?


working drawing?


Computer Aided Drafting (CAD)?

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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.




Drawing in drafting and materials and equipment.




Drawing in sketching and designing.




Drawing in working drawing.

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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.

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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


Drafting Materials and Equipment


Sketching and Designing


Working Drawing


Computer Aided Drafting (CAD)

2. Theoretical Framework

3. Review of Related Empirical Studies

4. Summary of Review of Related Literature

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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

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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

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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

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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

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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

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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

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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.

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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.

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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

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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

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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

http://en.wikipedia.org/wiki/Sketch_%28drawing%29

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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

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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.

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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).

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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

http://en.wikipedia.org/wiki/Computer_Aided_Design

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


sketching and designing?


Table 3

Performance Gap Analysis of the Mean Responses of Teachers of

Building Drawing on Capacity Building Needs in Sketching and

Designing

N = 83


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


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


working drawing?


Table 4

Performance Gap Analysis of the Mean Responses of Teachers of Building

Drawing on Capacity Building Needs in Working Drawing

N = 83


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


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


Computer Aided Drafting (CAD)?


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



building needs of teachers of Building Drawing in drafting and materials and

equipment.

Table 7


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



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



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.



Education on the capacity building needs of teachers of Building Drawing in

drafting and materials and equipment was upheld.

58

Hypothesis 3



building needs of teachers of Building Drawing in sketching and designing.

Table 8


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



building needs of teachers of Building Drawing in working drawing.

60

Table 9


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



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


working drawing.




working drawing was upheld.

Hypothesis 5



building needs of teachers of Building Drawing in Computer Aided Drafting

(CAD).

Table 10


Capacity Building Needs of Teachers of Building Drawing in Computer


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




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


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.



capacity building needs of teachers of Building Drawing in drafting and

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.



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.



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.



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.



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.



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.



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.



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.



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


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


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


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



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


Teachers of Building Drawing in Polytechnics and Colleges of Education in Sketching and

Designing. S/No

Sketching and Designing


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


Teachers of Building Drawing in Polytechnics and Colleges of Education in Working

Drawing.

S/No

Working Drawing


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)


Teachers of Building Drawing in Polytechnics and Colleges of Education in Computer

Aided Drafting (CAD).

S/No

Computer Aided Drafting

(CAD)


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 %


Excludeda 0 .0

Total 12 100.0



.801 11

Section D of the Instrument Case Processing Summary

N %


Excludeda 0 .0

Total 12 100.0



.800 12

94

Section E of the Instrument

Case Processing Summary

N %


Excludeda 0 .0

Total 12 100.0



.812 16

Section F of the Instrument Case Processing Summary

N %


Excludeda 0 .0

Total 12 100.0



.804 14

Total Reliability for the Sections of Instrument Case Processing Summary

N %


Excludeda 0 .0

Total 12 100.0



.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


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


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



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


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



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


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


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


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




Government 50 3.81 0.50





















Item14

Teachers in Poly


Item15 Teachers in Poly


1tem16 Teachers in Poly








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











Item14 Equal variances assumed 0.50 81 1.01

Item15 Equal variances assumed 0.30 81 .095





























101








































102



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






Item9 Equal variances assumed 1.50 81 .861 -1.00000

Item10 Equal variances assumed 1.3 81 1.000 -.75000


Item 12 Equal variances assumed 1.52 .28333























103



















Item7 Equal variances assumed 1.08 81 .884 1.04447







Item14 Equal variances assumed 1.36 81 1.01 1.04447


104






























105









Item7 Equal variances assumed 0.29 81 .884 1.04447







Item14 Equal variances assumed 0.34 81 1.01 1.04447

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