EWC is a merger of four former Technical. Colleges, namely Germiston, Kathorus, Kempton and Tembisa campuses. All students who enrol for Mechanical ...
ACADEMIC PERFORMANCE OF ENGINEERING DRAWING N2 STUDENTS OF EKURHULENI WEST COLLEGE (EWC) IN 2003
by
SAMUEL DUMAZI KHOZA
submitted in partial fulfilment of the requirements for the degree
MAGISTER TECHNOLOGIAE: EDUCATION
in the
Department of Post Graduate Studies
FACULTY OF EDUCATION
TSHWANE UNIVERSITY OF TECHNOLOGY
Supervisor: Dr M Makgato
November 2004
DECLARATION
I hereby declare that the dissertation submitted for the degree M Tech: Education at the Tshwane University of Technology is my own original work and has not previously been submitted to any other institution. All quoted sources are indicated and acknowledged by means of a comprehensive list of references.
___________________ Samuel Dumazi Khoza
Copyright ©: Tshwane University of Technology 2004
i
DEDICATION
This study is dedicated to my son, Ntsako, and my fiancée, Mamma, for their understanding;
my sister, Maria, and my brother, Fraser, for their support; and my mom, Linah, for her
inspiration.
ii
ACKNOWLEDGEMENT
I would like to express my sincere gratitude and appreciation to my supervisor, Doctor M. Makgato, for his patience and his willingness to assist me in this study, Professor C.J. White for assisting me in writing this proposal, and Tshwane University of Technology for giving me a chance to further my studies and develop myself. I would also like to express my heartfelt thanks to my son, Ntsako, for the time that he allowed me to spend in the library. Thank you so much for your silent support, it makes sense to me.
All thanks to my colleagues at EWC for allowing me to do interviews, classroom observations and the handing out of questionnaires. You were so kind and helpful.
How can I forget the One who is above all the creation for allowing me time on earth to realise that I have potential. I thank you Lord.
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ACADEMIC PERFORMANCE OF ENGINEERING DRAWING N2 STUDENTS OF EKURHULENI WEST COLLEGE (EWC) IN 2003
SAMUEL DUMAZI KHOZA
TSHWANE UNIVERSITY OF TECHNOLOGY
ABSTRACT
The poor performance of learners in Drawing N2 at Ekurhuleni West College (EWC) has become a concern and should be addressed. EWC is a merger of four former Technical Colleges, namely Germiston, Kathorus, Kempton and Tembisa campuses. All students who enrol for Mechanical Engineering must register for Engineering Drawing as one of their major subjects, as it is the main foundation for future mechanical engineers.
The Mechanical Engineering department at Kempton campus is the only department with a low student number. The number of learners per trimester at Kempton campus who take Drawing N2 used to be between 50 and 60. Some of the learners have been reluctant to take Drawing N2 since May 2003. The number of N2 Drawing students has dropped to between 40 and 50 students per trimester (as from the second trimester of 2003).
The study is aimed at identifying factors resulting in poor academic performance in Drawing N2. The major findings of the study include, lack of awareness of the importance of Drawing in the Mechanical Engineering field, inadequate motivation concerning drawing, lack of necessary instruments and bad teaching and learning materials (textbooks). The study also proposes guidelines of how this problem can be addressed.
iv
TABLE OF CONTENTS CONTENTS
PAGE NO.
DECLARATION
i
DEDICATION
ii
ACKNOWLEDGEMENT
iii
ABSTRACT
iv
TABLE OF CONTENTS
v
LIST OF FIGURES
ix
LIST OF TABLES
x
CHAPTER 1 ORIENTATION, STATEMENT OF THE PROBLEM AND THE METHOD OF INVESTIGATION 1.1 INTRODUCTION
1
1.2 STATEMENT OF THE PROBLEM
4
1.3 RESEARCH QUESTIONS
5
1.4 OBJECTIVES OF THE STUDY
6
1.5 RESEARCH METHODOLOGY
6
1.5.1 Research design
6
1.6 POPULATION AND SAMPLING
7
1.6.1 Population
7
1.6.2 Sampling
7
1.7 DATA COLLECTION TECHNIQUES
8
1.7.1 Questionnaires
8
1.7.2 Interviews
8
1.7.3 Observation
9
v
1.7.4 Literature study
9
1.7.5 Examination results
9
1.8 DATA ANALYSIS
9
1.9 LIMITATIONS AND DELIMITATION OF THE STUDY
9
1.10 DEFINITION OF TERMS
10
1.11 SIGNIFICANCE OF THE STUDY
12
1.12 EXPOSITION OF THE STUDY
12
1.13 CONCLUSION
13
CHAPTER 2 FACTORS DETERMINING ACADEMIC PERFORMANCE IN A TEACHING AND LEARNING SITUATION 2.1 INTRODUCTION
15
2.2 MOTIVATION
15
2.3 CURRICULUM DESIGN AND DEVELOPMENT
18
2.3.1 Situation analysis
18
2.4 TEACHER FACTORS
19
2.4.1 Characteristics of a good teacher
19
2.4.2 Teacher's level of development
20
2.4.3 Nature and the characteristics of the learning content
21
2.5 LANGUAGE
21
2.6 STAFF DEVELOPMENT
21
2.6.1 Importance of staff development
22
2.6.2 Benefits of staff development
22
2.6.3 Benefits of training courses and seminars
22
2.7 TEACHING AND LEARNING ASPECTS
24
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2.7.1 The society
24
2.8 COMMUNITY FACTORS
25
2.9 PLANNING AND PREPARATION FOR THE CLASSROOM
26
2.10 DIDACTIC ENVIRONMENTS
26
2.10.1 The home as a didactic environment
28
2.10.2 The school as a didactic environment
28
2.10.3 The nature and the structure of the school
29
2.10.4 Tertiary educational institutions as didactic environments
30
2.11 CULTURAL ISSUES
30
2.12 ENGINEERING GRAPHICS AND DESIGN
31
2.13 PURPOSE OF ENGINEERING GRAPHICS AND DESIGN
31
2.14 DESCRIBING EDUCATIONAL GOALS
32
2.14.1 Setting the goals
32
2.14.1.1 The needs of the learner
32
2.14.1.2 Societal needs
35
2.14.1.3 Subject matter
36
2.15 CONCLUSION
39
CHAPTER 3 EMPIRICAL INVESTIGATION, RESEARCH DESIGN AND RESULTS
3.1 INTRODUCTION
40
3.2 HISTORICAL BACKGROUND OF KEMPTON CAMPUS
40
3.2.1 Admission criteria before the merging process
40
3.2.2 Admission criteria after the merging process
41
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3.3 CAMPUS FACTORS
41
3.3.1 Campus management before the merging process
41
3.3.2 Campus management after the merging process
42
3.4 RESEARCH METHODOLOGY
42
3.5 POPULATION AND SAMPLE
43
3.5.1 Population
43
3.5.2 Sample
44
3.6 DATA COLLECTION TECHNIQUES
44
3.6.1 Questionnaires
44
3.6.2 Observation schedule
45
3.6.3 Interviews
45
3.7 DATA PRESENTATION AND ANALYSIS
46
3.7.1 Descriptive statistics on response rates
46
3.8 ANALYSING QUESTIONNAIRE RESPONSE OF DRAWING STUDENTS
47
3.8.1 Analysing questionnaire response of Drawing N2 students
47
3.8.2 Analysing questionnaire response of Drawing N3 students
56
3.9 ANALYSIS OF QUESTIONNAIRES DIRECTED TO DRAWING LECTURERS
63
3.10 OBSERVATION
66
3.10.1 Lecturers' presentation of learning content
67
3.10.2 Lecturers' preparation of lessons
67
3.10.3 Subject and personal files
68
3.11 INTRVIEWS WITH DRAWING LECTURERS
68
3.12 CONCLUSION
74
viii
CHAPTER 4
FINDINGS, DISCUSSIONS AND GUIDELINES FOR IMPROVING DRAWING N2 RESULTS 4.1 INTRODUCTION
75
4.2 FINDINGS OF THE STUDY
75
4.2.1 Students' obstacles in Drawing N2
75
4.2.2 Lecturers' obstacles in a Drawing N2
76
4.3 GUIDELINES FOR IMPROVING DRAWING N2 RESULTS
77
4.4 CONCLUSION
78
CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS
5.1 INTRODUCTION
79
5.2 RECOMMENDATIONS OF THE STUDY
79
5.3 FURTHER RESEARCH STUDY TO BE DONE TO CONTINUOSLY IMPROVE THE ACADEMIC PERFORMANCE OF DRAWING N2
80
5.4 CONCLUSION
81
BIBLIOGRAPHY
82
ANNEXURES
85
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LIST OF FIGURES Figure 1.1: Engineering Drawing N2 results (Kempton campus)
5
Figure 3.1: Drawing students' response rate
47
Figure 3.2: Drawing lecturers' response rate
47
N2 DRAWING STUDENTS' RESPONSE Figure 3.3: The importance of drawing in a mechanical field
48
Figure 3.4: The environment in which Drawing N2 is attended
49
Figure 3.5: The time schedule for Drawing N2 syllabus
49
Figure 3.6: The relevance of Drawing N2 to the trade subject
50
Figure 3.7: A role that Drawing instruments play in completing Drawing tasks
50
Figure 3.8: The need for N1 or secondary level drawing background
53
Figure 3.9: The Drawing lecturer's knowledge in drawing
54
N3 DRAWING STUDENTS' RESPONSE Figure 3.10: The environment in which Drawing N2 is attended
56
Figure 3.11: The time schedule for Drawing N2 syllabus
57
Figure 3.12: The relevance of Drawing N2 to the trade subject
58
Figure 3.13: A role that Drawing instruments play in completing Drawing tasks
58
Figure 3.14: Choosing Drawing N2 over other subjects
59
Figure 3.15: Students' views on their parent's say on their choice of subjects and careers
59
Figure 3.16: Campus resources and equipment for Drawing N2
60
Figure 3.17: The affordability of Drawing N2 instruments
60
Figure 3.18: The need for an N1 or secondary drawing background
61
Figure 3.19: The Drawing lecturer's knowledge in drawing
62
x
Figure 3.20: Drawing workshops
64
Figure 3.21: Students' drawing background
64
Figure 3.22: Qualification and knowledge of Drawing lecturers
65
Figure 3.23: The help that models, charts and relevant equipment offer in drawing
66
LIST OF TABLES Table 1.1: An indication of the probability sampling used in selecting students
8
Table 3.1: An indication of the population of Drawing N2 students and lecturers
43
N2 DRAWING STUDENTS' RESPONSE Table 3.2: An illustration of the views of students in the choice of subjects
51
Table 3.3: An indication of the views of students in their parent's say when choosing subjects and careers
52
Table 3.4: Campus resources and equipment for Drawing N2
52
Table 3.5: The affordability of Drawing N2 instruments
53
Table 3.6: The relevance of exercises and examples in a Drawing textbook
54
N3 DRAWING STUDENTS' RESPONSE Table 3.7: The importance of drawing in a mechanical field
56
Table 3.8: The relevance of exercises and examples in a Drawing textbook
62
Table 3.9: The syllabus, textbooks and the scheme of work for Drawing N2
65
xi
CHAPTER ONE
ORIENTATION, STATEMENT OF THE PROBLEM AND THE METHOD OF INVESTIGATION
1.1
INTRODUCTION
Ekurhuleni West College (EWC) is the name of the cluster after four colleges from the East Rand were merged to form one Further Education and Training (FET) college.
It consists of the following campuses that were previously known as
Technical Colleges: Kempton, Germiston, Tembisa and Kathorus. All students who enrol for Mechanical Engineering must register for Engineering Drawing as one of their major subjects as it is the main foundation for future mechanical engineers. After the merging process, new admission criteria became effective during the second trimester (May 2003) at EWC.
All EWC campuses followed the same
criteria when enrolling students.
The criterion for admitting students to a mechanical field is that if a student has passed Grade 10 and higher, he may enrol at any EWC campus. If that student has done technical mechanical subjects in Grade 10 (including drawing), then that learner can be enrolled on the N2 level. If a learner has done Mathematics and Science (excluding technical trade subjects), then that learner will have to be enrolled on the N1 level in order to acquire the background knowledge in technical subjects.
The significant difference between the original EWC campuses is that the Tembisa and Kathorus campuses are the only ones that are based in the Tembisa and Katlehong townships. The other two, Kempton and Germiston, are located in the city. Just like any other subject in an engineering field within a Further Education and Training institution,
Engineering Drawing N2 is a ten-week course. It is
one of the subjects recommended when applying for in-service training in a mechanical field.
1
Drawing N2 provides learners with the opportunity to communicate ideas graphically, carry out practical projects and tasks using the technological process skills of investigating, designing, making, evaluating and communicating (Department of Education, 2002:10). During the January 2004 registration period at Kempton campus, some of the students in the mechanical field quit Drawing N2. Some students wanted to continue with mechanical subjects, but were not keen on registering for Drawing N2.
The following are some of the reasons students gave for discontinuing or not registering for Drawing N2: •
The experience they got in the previous level (N1).
•
Difficulty in understanding Drawing N2 for the first time (after being told by their friends).
•
Drawing as an unpopular or unknown subject in society.
•
The high costs of Drawing instruments.
Most of the learners on the N2 level are in their late adolescence and early adulthood years. This creates a big problem for control in the classroom. The reason being that at this particular stage a learner finds himself in a situation whereby his obligations towards learning are replaced by obligations towards the society (Fraser, Loubser & Van Rooy, 1993:16). At this stage at which the learner is engaged in a society, is more important than compared to what is expected of him in the classroom.
The learner might be more interested in sports and socialising than in studying. If what he does at school differs completely to what he does in society, the school becomes a difficult place for him. This creates a big challenge for a teacher who plans the curriculum, because he should be aware that the teaching profession serves the community and thus must account to the society for its actions (Vermeulen, 1997:17). If the student can have an idea of the impact that drawing has in an industry, then his obligations towards learning will improve and his time for socialisation will be managed.
2
Since the researcher has already mentioned that two of the EWC campuses are in townships, there might be a difference in the kind of society that each campus serves. For example, most of our learners on the Kempton campus are from as far as Limpopo, Kwazulu-Natal, and the Free State, while there are only a few students from surrounding areas like Kempton Park and Tembisa. It is very important for a lecturer to look into the learner's background in drawing before planning and preparing a lesson (Gunter, Estes & Schwab, 1999:14).
One immediate problem that teachers face is that everything within a subject cannot be taught to everyone. The teacher must decide what is appropriate for a particular group and for individuals within that particular group (Gunter et al, 1999:14). This will be made easier once the teacher knows the learner’s background.
At Kempton campus it is not very often that students achieve distinctions in Drawing N2. This does not mean that it is impossible, but when gifted learners attend with slow learners, most of the attention is paid to the slow learners. This in turn disables the stronger learners' performance (Gunter et al, 1999:8). Since everything in class should be outcomes-based driven, a lot of changes must happen in the classroom. The following points are the changes as stated in DoE (1997:27): •
Learners, actively involved in classrooms where the curriculum is relevant and learner-centred, will blossom and grow.
•
Learners will have greater self-esteem because they will be allowed to develop at their own pace.
•
Learners will be trained to work effectively in groups.
•
Learners will become analytical and creative thinkers, problem solvers and effective communicators.
•
Learners will understand why they are learning.
3
This will help teachers establish what kind of talent learners have and how learners develop. However, for teachers to teach in an Outcomes Based Education (OBE) approach, the following are implied (DoE, 1997:28): •
OBE requires teachers and trainers to focus on the outcomes of education rather than merely on teaching information.
•
OBE encourages teachers and trainers to translate the learning programmes into something achievable.
•
In OBE, teachers and trainers are encouraged to find ways of providing conditions of success in a classroom.
In the meantime, all EWC teaching members attended a one day OBE training course in October 2003 at the Germiston campus. If all lecturers offering Drawing N2 start using the OBE approach in their lessons it will be worth their while. Chapter 3 of this study discusses this further.
1.2
STATEMENT OF THE PROBLEM
The Mechanical Engineering department at Kempton campus is the only department with a low student number. The number of learners per trimester at Kempton campus who take Drawing N2 used to be between 50 and 60. Some of the learners have been reluctant to take Drawing N2 since May 2003. The number of N2 Drawing students has dropped to between 40 and 50 students per trimester (as from the second trimester of 2003). The recent academic performance of the N2 Drawing students has also decreased. The following graph shows the performance of learners in N2 Drawing in the previous trimesters:
4
FIGURE 1.1: Engineering Drawing N2 students' performance (Kempton campus)
PERCENTAGES
ENGINEERING DRAWING N2 80 60 40 20 0
COLLEGE NATIONAL T1/2003 T2/2003 T3/2003 T1/2004 TRIMESTER
Source: Kempton Campus, Engineering Department (2004)
The study intends to identify factors resulting in poor academic performance in Drawing N2 students at the other EWC campuses. The investigation will assist in providing a solution to keep the academic performance in Drawing N2 at all the EWC campuses at a satisfactory level.
1.3
RESEARCH QUESTIONS
a. Main question
The main research problem can be formulated as follows:
What are the factors resulting in poor performance of learners in Drawing N2?
b. Sub-questions
Sub-questions related to the research problem can be formulated as follows: •
How did Drawing N2 students perform at each campus as from May 2003?
•
How qualified are the lecturers who lecture Drawing N2 at all the campuses?
•
What training do lecturers receive?
5
•
What is the drawing background of N2 students?
•
Do all EWC campuses have the resources needed for Drawing N2 and drawing in general?
1.4
OBJECTIVES OF THE STUDY
The research also strives to realise the following objectives: •
To compare Drawing N2 results at each campus as from May 2003.
•
To find out whether all lecturers who lecture Drawing N2 are qualified to teach the subject.
•
To find out how successful drawing workshops offered to lecturers are, and how often are they held.
•
To determine the obstacles that Drawing N2 students are confronted with.
•
To compare the Drawing resources available at each campus.
1.5
RESEARCH METHODOLOGY
1.5.1
Research design
The researcher used both the qualitative and quantitative research design methods. Qualitative research is a broad term that encompasses a variety of approaches to interpret research. Qualitative research can be historical, sociological, political and educative (Leedy, 1997:155).
However, De Vos (1998:24), defines qualitative
research as a multi-perspective approach to social interaction aimed at describing, making sense of, interpreting or reconstructing this interaction in terms of the meanings that the subjects attach to it. Qualitative research is used in this study to obtain information through observation and structured interviews. Quantitative research, on the other hand, is a research methodology that seeks to quantify the data and typically, applies some form of statistical analysis (Malhotra, 1996:164).
6
After these data have been quantified, the results from the sample are generalised to the population of interest. A quantitative-descriptive (survey) design was therefore used which involved the use of questionnaires for data collection (De Vos, 2001:78).
1.6
POPULATION AND SAMPLING
1.6.1
Population
Bless and Higson-Smith (2000:155), define population as the complete set of events, people or things to which the research findings are to be applied. The population of EWC, comprises of 119 students and lecturers that are involved in Drawing N2/ N3 (110 Drawing students and 9 Drawing lecturers from all the EWC campuses). Out of the 110 Drawing students, 12 of them are N3 Drawing students, that is, three students per campus.
The 12 N3 students are those who have passed Drawing N2 the
previous term. •
Tembisa campus = 29 Drawing students.
•
Germiston campus = 31 Drawing students.
•
Kathorus campus = 25 Drawing students.
•
Kempton campus = 25 Drawing students.
1.6.2
Sampling
Sampling means taking any portion of a population as representative of the population (De Vos, 1998:190). However, according to Bulmer and Warwick (2000:190), sampling is the selection of individuals who are to be those studied in a particular investigation.
Probability sampling was used to select 40 Drawing
students (36% of the students' population), that is, seven N2 students from each campus and three N3 students from each campus, to participate in the research. Systematic random sampling was used on each campus in order to give every member of the population an equal chance of being selected as part of the sample. Two Drawing N2 lecturers from each campus were also part of the sample.
7
TABLE 1.1: An indication of the probability sampling used in selecting students.
N= 40
Total
%
N2 students
7 per campus (28)
70
N3 students
3 per campus (12)
30
The above table illustrates that seven Drawing N2 students per campus were selected plus the three Drawing N3 students (who have passed Drawing N2) were also selected from each campus.
1.7
DATA COLLECTION TECHNIQUES
1.7.1
Questionnaires
Questionnaires using the Linkert scale were distributed to gather information from all four campuses. According to Bless and Higson-Smith (2000:105), a questionnaire is defined as an instrument of data collection consisting of a standardised series of questions relating to the research topic to be answered in writing by participants. The format of the questions were as follows: •
Yes/ No type of questions.
•
A Linkert-scale ranging questions.
1- Totally agree. 2- Agree to a certain extent. 3- Disagree to a certain extent. 4- Totally disagree. •
Open questions.
1.7.2
Interviews.
Interviews were only conducted with Drawing lecturers from each campus.
8
1.7.3
Observation
Classroom observations were conducted using the Kempton campus' classroom observation schedule.
This schedule was designed by the Kempton campus
Management and it is currently used during classroom observation. The primary advantage of conducting observations is flexibility, though the very presence of an outsider in structured observations may alter what people would normally say and do (Leedy & Ormrod, 2001:158).
1.7.4
Literature study
The literary works of various authors who wrote about aspects determining academic performance in the teaching and learning situation were reviewed.
1.7.5
Examination results
The examination results of all Drawing N2 students, from May 2003 were used in order to compare the academic performance on each campus.
1.8 DATA ANALYSIS
Statistical analysis was used to analyse questionnaire data, in the form of graphs, tables and pie charts. Interview data was analysed using content analysis and verbal quotation. In this study, pie charts were mostly used to describe the research sample since they are best suited to display categorical data (Wegner, 1999:29).
1.9 LIMITATIONS AND DELIMITATION OF THE STUDY
Delimitation refers to all that the researcher does not intend to do, whereas limitation is all that the researcher intends to do, but fails due to unforeseen circumstances (Leedy, 1997:59). The delimitations in this study are as follows:
9
•
The study did not involve students who have never enrolled for Drawing N2 as a subject.
•
The study involved 40 of the 110 students at EWC who were doing Drawing N2 during the second trimester of 2004, and three N3 students from each campus, who had done Drawing N2 before, together with two of the nine lecturers from EWC.
•
The study was not used to predict the end of the trimester results on each campus.
1.10
DEFINITION OF TERMS
a. Drawing
It is a graphic language that is used as a means of communication in industries by draughtsmen (Brink, Gibbons & Theron, 2003: 1).
b. Draughtsmen
It is an employee who works in a Drawing office in industries, to draw (Brink et al, 2003:2).
c. N2
It is a level in a Further Education and Training institution, that is equivalent to Grade 11, which qualifies one for employment in an industry.
d. Ekurhuleni West College (EWC)
Ekurhuleni is a new name given to the former East Rand Township by the government in one of the transformational programmes, whereas Ekurhuleni West College is the name of the cluster that was created through the merger of four former East Rand Technical Colleges.
10
e. Campus
It is a learning site where teaching and education are the activities that take place.
f. Trimester
It refers to a 10-week term/course taken in an Engineering field at a Further Education and Training College (FETC).
g. Curriculum
It is everything planned by educators that will help develop the learner (Vermeulen, 1997:7).
h. Didactics
It is the science which studies teaching and learning as interrelated aspects of reality (Fraser et al, 1993: 210).
i. Outcomes Based Education
It is a flexible, empowerment-oriented approach to learning (DoE, 1997:21).
j. Curriculum 2005
It is a programme that aims at shifting the standard of education in our schools, from content-based, to that based on outcomes (DoE, 1997:1).
11
k. CAD
It is the abbreviation for Computer-Aided Draughting. It is a computer program that allows the computer to be used as a Drawing board (Brink et al, 2003:20).
1.11
SIGNIFICANCE OF THE STUDY
A number of students enrolled for Drawing N2 at the Kempton campus have deregistered and the current students are performing poorly. The researcher investigated factors resulting in poor academic performance of Drawing N2 students. A solution to this problem may lead to higher enrolment figures and better academic performance.
1.12
EXPOSITION OF THE STUDY
The study is arranged as follows:
Chapter 1: Orientation, statement of the problem and method of investigation •
The introduction and the background of four EWC campuses.
•
Drawing N2 as an Engineering subject.
•
The problems that are experienced at Kempton campus.
•
The population of the students doing Drawing N2.
•
Research methodology.
Chapter 2: Factors determining academic performance in a teaching and learning situation •
Literature on factors determining academic performance in a teaching and learning situation were reviewed.
•
These factors included, amongst others, the following:
-
Classroom motivation.
12
-
Classroom discipline and control.
-
Curriculum design and development.
-
Staff development.
-
Engineering graphics and design.
-
Classroom management.
Chapter 3: Empirical investigation, research design and results •
In this chapter the historical background of Kempton campus before and after the merging process was discussed.
•
All the methodology used in the study was discussed in detail.
Chapter 4: Findings, discussions and guidelines for improving Drawing N2 results •
All the problems that Drawing N2 students experience, were identified.
•
Lecturers’ personal experiences and opinions concerning the academic performance of Drawing N2 students were identified by means of interviews.
•
All the interview results and the questionnaire data were analysed.
Chapter 5: Conclusion and recommendations •
This chapter includes all the conclusions and recommendations of the study.
•
Possible solutions that are of great importance to all EWC campuses were discussed.
1.13 CONCLUSION
Drawing N2 is a requirement for students from a Further Education and Training institution who would like to apply for employment in an industry. This chapter discussed the introduction and the background of the four EWC campuses together with the student population of the four campuses registered for Drawing N2. The problem that is experienced in Drawing N2 at Kempton campus is also discussed.
13
The next chapter discusses the factors determining the academic performance in a teaching and learning situation.
14
CHAPTER TWO FACTORS DETERMINING ACADEMIC PERFORMANCE IN A TEACHING AND LEARNING SITUATION 2.1
INTRODUCTION
Engineering Drawing N2 is a practical subject, and just like any other technical subject, there should be ways and means to change it into an interesting subject. Already 5 out of 25 students have de-registered from Drawing N2 this trimester (May 2004). This shows that there is need for drastic interventions to correct this matter. The next section discusses factors determining academic performance as outlined by various authors.
2.2.
MOTIVATION
Motivation is defined as all those inner-striving conditions described as wishes, desires and drives (Gray and Starke, 1988:104). It involves a person’s desire to perform. A person who is motivated works hard, sustains a pace of hard work and has self-directed behaviour towards important goals (Gray & Starke, 1988:107). Raffini (1996:232) outlines the following recommendations for stimulating interests and enjoyment in a practical subject: •
Find ways to get students actively involved in the learning process.
•
Relate content objectives to student experiences.
•
Assess students’ interests, hobbies and extra-curricular activities.
•
Use divergent questions and brainstorming activities to stimulate active involvement.
If all Drawing lecturers organise their Drawing classrooms to such an extent that charts, models and drawings that belong to previous students be put on the display board, new students might have a positive attitude towards drawing. Students might
15
realise that drawing is fun and possible to do.
Teachers also have a primary
responsibility in education to help students cultivate personal qualities of motivation that can give them resources for developing aspiration, independent learning, achieving goals and fostering resilience in the face of setbacks (Alderman, 1999:3). Good and Brophy (2000:221) state that to be motivated to learn, students need both ample opportunities to learn and steady encouragement and support.
Such motivation is unlikely to develop in a chaotic atmosphere, so it is important to organise and manage the classroom as an effective learning environment (Good & Brophy, 2000: 222). But if students and lecturers think that a trimester is too short to cover the Drawing N2 syllabus, then maybe the management should re-visit the organisation of the daily timetable.
Classrooms and schools that function as caring communities for learners display the following characteristics (Good & Brophy, 2000:222- 223):
a. Warm, stable and supportive relationships (Good & Brophy, 2000:222) •
This relationship happens when students are emphatic to others and care about one another.
•
Students tend to respect their teacher and have a sense of pride in their classroom.
•
They feel comfortable in contributing to discussions, including sharing ideas and experiences from their own lives and culture.
As soon as a lecturer allows fair socialisation in a classroom, learners start interacting with each other and learning becomes interesting because learners will feel free to ask questions.
b. Social and ethical dimensions of learning (Good & Brophy, 2000: 223) •
Students relate ethical issues in literature to their own lives.
•
They display self-control in tempting situations.
16
•
They listen and respond to each other respectfully.
c. The role and prevalence of intrinsic motivation (Good & Brophy, 2000: 223) •
Students take time to complete assignments carefully rather than racing to get the job done.
•
They seem interested in exploring ideas rather than just in pleasing the teacher or to earn credits.
•
They demonstrate interest in and responsibility for their own learning by asking questions and suggesting directions for exploration.
Immediately when communication between the learner and the teacher is effective in class, students will themselves start to compete against each other, and they will start to work hard. And as soon as there is competition amongst students, teachers should ensure that the manner in which assessment takes place, must be strict and fair so as to force the learners to draw quality sketches and not to rush to complete their tasks.
Drawing N2 students used to be motivated in a variety of ways on Kempton campus before the merging process. Students used to be awarded certificates of merit for being the best in the subject during that particular trimester, or after the cycle tests (tests that are written three weeks before the exams in Kempton campus). This was also done in other subjects.
Students were also given Drawing projects such as to go home and draw any technical sketch they could find in other relevant Drawing textbooks. The best drawing was displayed in order to motivate the rest of the students. This drove students to practice more. Now, when Drawing lecturers plan for such a project, management complain about time being misused because the contents of the projects are not in the current syllabus.
The reputation of the campus as well the culture of learning developed over the past years promoted values of achievement, teamwork, discipline and respect, the same as
17
stated in the DoE (2000:114) document. Immediately when there is such a positive reinforcement in learning, the institution's vision becomes alive and deeply embraced (DoE, 2000:107). School assemblies, motivational speakers and visits from former students were used to build motivation. There is still an assembly every Monday, but the motivational speakers and visits from companies are no longer available.
2.3
CURRICULUM DESIGN AND DEVELOPMENT
Curriculum design is the construction of essential components of the curriculum whereas curriculum development is all the processes necessary to plan, design, implement and evaluate a functional curriculum (Fraser et al, 1993:102). Curriculum itself is everything planned by educators, which will help develop the learner (Vermeulen, 1997:7). However, Vermeulen, (1997:17), outlines the following steps in curriculum design:
2.3.1
Situation analysis
Situation analysis relates to who is being taught and by who the knowledge or the information is passed plus the society to which the curriculum relates (Vermeulen, 1997:17). However, the following is one of the variables that can be linked to situation analysis:
a. The learner
The learner relates to the target group at which the curriculum is directed (Vermeulen, 1997:17).
All the learners’ backgrounds should be taken into
consideration when planning the curriculum. These backgrounds include: •
Social, cultural and economic background of the learner.
•
Students’ level of cognitive or intellectual development.
•
Students’ level of emotional or affective development.
•
Students’ level of psychomotor or creative development.
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Learners' unacceptable behaviour often affects students, who witness fellow students misbehaving in class. A number of child-related factors may be responsible for a learner’s misbehaviour in class (Mwamwenda, 1995:311). First he may well have been raised to behave in an unseemly manner at home. Immediately when that particular learner be-friends another from a disciplined family, they all behave the same, which in turn disturbs one another. This disturbance could be amongst others: •
Poor attendance.
•
Quitting some of the subjects.
•
Choosing teachers.
•
Forming groups that turn to be ignorant in schoolwork.
Since the teacher is the one who plans and prepares the curriculum, things like the learners' age, background and socio-economic factors need to be looked at because as human beings, we learn differently. This enables the teacher to look at more adequate teaching methods and the language to be used.
2.4
TEACHER FACTORS
2.4.1
Characteristics of a good teacher
The teacher’s professional competence, his personality, his didactic training and his behaviour are the co-determiners of the meaningful course of the didactic activities (Fraser et al, 1993:96).
In other words, if a teacher shows commitment and
confidence in understanding and delivering the content, learning becomes fun.
However, an effective teacher should have the following characteristics (DoE, 2000:111): •
Good subject knowledge.
•
Good lesson planning skills.
•
Good teaching skills.
19
•
Classroom management abilities and fair relationships with his students and colleagues.
When developing the curriculum, the following aspects should be taken into account (Fraser et al, 1993:96): •
The teacher’s personal quality and his teaching style.
•
The teacher’s subject training.
•
The teacher’s subject didactic training.
•
His professional competence.
It is quite clear that when a teacher enters a classroom showing confidence and being well prepared, then students will also perform as best as they can because they feel that their teacher is prepared to help them. If a Drawing teacher relates content to reality or to the learner’s trade subject by showing them models and other practical examples then learners will be eager to learn.
2.4.2 Teacher’s level of development
Teachers need to be developed in order to keep up with the current technological change (Sheal, 1999:112). After attending a Drawing seminar in Pretoria, it was clear that a lot of changes have happened in the working world that are not included in textbooks.
Teacher’ development through workshops and seminars helps in
providing an ongoing programme and services designed to explore new developments in Education (Fitch and Kopp, 1990:15). With this exposure teachers can develop better transparencies and other resources for N3 Drawing students, and it pays dividends (there was an 89% pass aggregate last trimester in Drawing N3).
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2.4.3
Nature and characteristics of the learning content
Apart from the level of development of the learner and the characteristics of the teacher, the nature and the characteristics of the learning content of the subject taught dictate the didactic activities and must be taken into account during situation analysis as a component of the curriculum (Fraser et al, 1993:97).
Drawing N2 might be strange to our learners at Kempton campus, because most of them are from rural areas where drawing is not yet introduced. This makes a specific demand on the teacher who plans and prepares the curriculum. Therefore, the nature and the characteristics of the content must be tailor-made down to the learner’s needs without changing aims and objectives of the content.
Since Drawing N2 is a
practical subject, there should be resources available to create meaningful learning.
2.5
LANGUAGE
Language proficiency is a critical factor in the success of students in schools (FRD in DoE, 2000:115).
Kempton campus used to have white students only, and the
medium of instruction was purely Afrikaans with little English used. As a result students did not have a problem understanding the content, because it was offered in their mother tongue.
But now most of the students are from the disadvantaged areas where English is the medium of instruction by black teachers. Most of the classroom's explanations are given in their African language as needs arise. This causes students to understand better, because it is said that an African language is the language of understanding (DoE, 2000:115).
2.6
STAFF DEVELOPMENT
Staff development is the total learning experiences available to a professional that is directly or indirectly related to his or her work (Glickman, 1990:56).
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2.6.1
Importance of staff development
The following aspects are important for staff development: •
Staff members need to be equipped so that they meet the demands of technological and organisational change.
•
It helps in international competition and pressure for continuous improvement.
•
It brings about changes in the expectations of the work force.
•
It brings about constant organisational change.
What was realised after attending a Drawing seminar in June 2003 at a Centurion FET College is that a lot of things change in industry that are not always mirrored in our prescribed textbooks. Staff development in the form of seminars and workshops helps a lot to keep lecturers up-to-date with the latest development in their fields of expertise.
2.6.2
Benefits of staff development
Staff development can help the organisation with improvements in the following key areas (Sheal, 1999:24): •
Staff training and development can lead to greater student satisfaction in the classroom.
•
Staff training and development strengthen the organisation’s internal capability and agility in responding to changing customer and client requirements.
•
The prospect of job training and development tends to attract good quality job applicants.
2.6.3
Benefits of training courses and seminars
Sheal (1999:112- 113) gives the following advantages of training courses and seminars that staff members receive:
22
•
They give people an ‘outside perspective’ so that they know what is happening in the world outside their organisation.
•
Staff members learn how other people are doing the job and return to the department with new ideas and suggestions for improvement.
•
Courses and seminars provide an opportunity for staff to meet people from other departments or companies and share ideas and information.
•
Courses and seminars improve peoples’ versatility and make them more confident in dealing with new tasks, projects and responsibilities.
•
Courses and seminars can refresh staff by making them enjoy the change of scene and people.
Attending staff development programmes help lecturers to share ideas with examiners, moderators and experienced colleagues from other campuses. This helps in bringing new ideas to students and to other colleagues.
Furthermore, Fitch and Kopp (1990:15), point out that the purpose of staff development is to provide an ongoing programme and services designed to explore new developments in education. In the meantime, West (1989:12) recommends that any sound programme of staff development should be based on the following principles: •
Staff members should perceive that they own the programme, that is, the idea of top-down management should be discouraged.
•
Staff development programmes should be seen as a right for all staff members whoever they may be and whenever they may be in school because everybody needs staff development.
•
The school leaders should support staff development for it to operate successfully.
•
Staff development needs to be rooted in the school’s culture that supports the idea that staff development is desirable and beneficial.
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Lecturers need to be developed whenever they see a need and not when management feels like it, because lecturers are the ones who know exactly what happens in the classroom.
Since effective learning results from effective teaching, a well-equipped teacher contributes towards such an environment where learning is effective. This will assist individuals and institutions to relate more effectively to social needs and aspirations. The communication and personal relationships and encouragement of staff to contribute to the maintenance of the academic community will be improved. When staff members are developed, optimum utilisation of human resources is promoted. Therefore, if all staff members undergo staff development programmes, is it worth their while? This is what the study attempts to find an answer in the next chapter.
2.7
TEACHING AND LEARNING ASPECTS
According to Mwamwenda (1995:311-314), classroom discipline and management can also be the main cause of poor academic performance. He says the way the teacher teaches has implications for classroom control. Students’ behaviour can also have an impact on the teaching style. He further outlines the following component as one of the influencing factors of academic performance:
2.7.1
The society
The society, too, must bear its share of the responsibility for the performance of learners at school (Mwamwenda, 1995:312). What happens at school is merely a reflection of what is going on in a society. When a learner fails a subject and drops it without re-writing it, it shows how un-important the subject is to that particular learner.
This happens very often at the Kempton campus. Learners fail Drawing N2 and proceed to the next level because rules of the campus allow them to do so. This puts
24
the learners in a bad position because they will have to come back and re-do the subject since it is a requirement for practicals in industry.
The teaching profession serves the society and thus must account to the society for its actions (Vermeulen, 1997:17). The curriculum is one of the systems by means of which the teaching profession fulfils its mandate from the society. A society has a particular didactic need and in this respect, makes specific demands on the curriculum. It expects the curriculum to be up to-date with the current developments and future trends, especially those relevant to the changing technology (Vermeulen, 1997:18).
2.8
COMMUNITY FACTORS
Labour market
Planning and implementing a Mathematics, Science and Technology programme require the support of a broad range of stakeholders who share a vision of what is needed to create an effective inquiry-centred approach for learners (DoE, 2002:14). Since drawing is also a technical subject, the same rules should apply to drawing. As discussed in section 1.1 on page 1 of this study, Drawing N2 enables a learner to follow a career in becoming a future engineer. Stakeholders such as relevant companies ought to be invited to inform students about the importance and the implications of taking drawing. This will motivate the students even further.
Scientists and engineers, as well as parents, can help leverage support for Mathematics, Science and Technology in education (DoE, 2002:14). For example, applied scientists could team up with teachers to replenish a professional development programme; a corporate leader could serve as a spokesperson for technical education change in the business community. When the community gets exposed to technical subjects, the up-coming generation will be interested in the subject because they will have heard about it in the past.
25
If learners enrol for a subject that they have heard about before, they develop an interest in that particular subject. People from companies can play a role in visiting colleges and schools and tell students about various technical courses that need drawing, especially when students want to study Engineering.
2.9 PLANNING AND PREPARATION FOR THE CLASSROOM
According to Cole and Chan, (1994:82), planning is that component of teaching in which teachers formulate a scheme of action for instruction. Teachers plan for a variety of reasons, namely: •
To familiarise themselves with the content of teaching materials.
•
To organise students and direct activities.
•
To guide the interactive process of instruction.
2.10
DIDACTIC ENVIRONMENTS
Didactic activities take place in a particular situation that occurs within a particular didactic environment.
Didactic environments are spheres of society that either
already exist or are specifically created or manifest themselves spontaneously so that the necessary didactic situations can be established and the necessary didactic activities performed (Fraser et al, 1993:12).
According to Vermeulen (1997:18) didactic environment refers to the teaching and learning environment in which some factors are relevant when planning the curriculum. Some of these factors are as follows:
Logistical potential
This refers to the funds available and the number of classrooms it has at its disposal (Fraser et al, 1993:98). This will help determine the number of students that can be
26
accommodated in a classroom. It involves the resources available. It also involves grouping students according to their potentials.
Administrative structure
The nature of the internal administrative structure and the efficiency of the general organisation of the institution also determine the effective functioning of the curriculum (Vermeulen, 1997:18).
That is, teachers cannot perform or teach
effectively if their time is taken-up unnecessarily by committees, meetings and extramural activities.
Mission and aims
The mission and the general aim of an educational institution echo the institution’s perception of its mandate from the community. These aims determine a particular institution’s academic policy (Fraser et al, 1993:99).
All these aspects are co-
determiners of the implementation potential of the curriculum and must be given thorough consideration.
At Kempton campus, we already have a scheme that provides clothes to the needy students, and the hunch of the researcher is that most Drawing students do not buy Drawing instruments on time. Some do not even buy them at all. If the reason why students do not buy instruments is because of financial problems, a similar scheme to assist these students could maybe be implemented.
In general the socio-economic circumstances of the community in which a particular didactic environment functions, may, for example, influence both cognitive capabilities of the learner and the logistical potential of the particular didactic environment (Fraser et al, 1993:99). When a learner is prepared to study, even if they are from a financially disadvantaged family, that learner needs to be helped.
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2.10.1 The home as a didactic environment
The family home is the primary or original teaching environment, since it is where a learner’s education begins. This teaching environment consists primarily of the parents, the children in the family and the other persons. At home, the learning content consists of the basic knowledge, activities, skills and habits relevant at home and in the community (Fraser et al, 1993:12). Teaching at this stage is educative because norms, values and attitudes form part of the learning content.
A learner who does not receive love and good care from his parents is likely to have no respect for them and may as well extend this perception of adults to other figures of authority in his life, including his teachers and the school (Mwamwenda, 1995:312). If his parents or guardians show no interest in his studies, he feels he has nothing to lose, especially when he is an adolescent. These could be some of the experiences of learners in N2 level, because most of them are adolescents.
Therefore, when learners arrive in a FET institution, we assume that they have already acquired norms, values and attitudes at home. What the researcher means is that, when a learner quits a subject at the FET level, they have serious problems. This leaves an educator with big questions like: what do parents say about that? Are parents aware of and caring about the progress of their child? When that particular learner enrolled for that subject or course, were the parents involved or was the learner pushed to enrol? The next chapter will examine these questions and concerns in more detail.
2.10.2 The school as a didactic environment
The school, with all the facilities it can offer, becomes the didactic environment in which didactic activities are carried out. The school, as a relatively autonomous social institution, is established to supply systematic educative teaching and learning under the guidance of academically and professionally trained teachers by means of
28
norms and ideals and for the sake of responsible adulthood in the community (Fraser et al, 1993:13).
School rules and regulations may also influence academic performance. School rules and regulations may be not only be rigid and strict, but also punitive and unnecessary (Mwamwenda, 1995:312). If classes are too large and crowded, it is difficult for the teacher to maintain control and apply thorough assessment or a variety of teaching methods. Learners may also experience discomfort as a result of poor ventilation or extreme temperatures in the classroom. And for the record, overcrowded Drawing classrooms make it difficult for the teacher to demonstrate, let alone to teach.
For example at Kempton campus, 37 is the maximum number of learners that enrol for Drawing N2. Lecturers have to go from desk to desk to provide individual assistance to students. If that particular lecturer has three Drawing classes (each having 37 learners), is that lecturer going to cope? Or what method of teaching is the lecturer going to use? However, this became clear after classroom observations took place at all the campuses. The study also intended to find out whether all Drawing N2 lecturers are professionally qualified to offer the subject.
This helped in
analysing the academic performance in that particular subject, since the teacher’s didactic competence plays a major role in teaching.
2.10.3 The nature and the structure of the school
Fraser et al (1993:13) states that the school is an organisation established and maintained by the community on behalf of the parent in order to continue to extend the educative teaching begun by parents at home.
The school also serves the
community in the sense that those particular social, cultural and professional demands and tasks are made and given to it (Fraser et al, 1993:13). In other words, immediately when the schools’ culture differ completely with that of the learner, the learner’s sense of belonging becomes questionable.
29
This might create an unsuitable place for the learner. The learner might start playing truant or leaving the campus anytime without a valid reason. This indicates that the environment, within which teaching and education take place, must be conducive to learning.
2.10.4 Tertiary educational institutions as didactic environments
Tertiary teaching institutions are academic institutions established in the community so that science and technology can be practised formally in an educative teaching, research and community serving setting (Fraser et al, 1993:16). Examples of such institutions are Universities, Technikons and Technical Colleges. This is where an individual who completed a secondary education, receives further teaching and education in enhanced scientific knowledge and skills in order that he/ may join the community as a vocationally competent adult.
The students at N2 level are at a post-school stage. Most of them are in their late adolescence or early adulthood. Their ages range between 16 and 26. At this stage the students find themselves in an andragogic didactic situation where their obligations towards learning are replaced by obligations towards the society (Fraser et al, 1993:16). The learner is in an independent stage where he/ she makes decisions on their own. This might be the stage where self-control is lost.
Peer pressure often becomes predominant.
Leaving school becomes an option.
Subject-choices are now being initiated by themselves.
This is why the
questionnaires that were sent out (chapter 3), revealed the student’s age, comments and feelings about studying Drawing N2.
2.11 CULTURAL ISSUES
Kempton campus is now a multi-cultural and multi-racial institution. Students from remote areas experience a completely different situation attending with other races, especially when they have never experienced it before. They feel insecure and lack
30
self-confidence when working. This makes a specific demand on the teacher who plans the curriculum because the teacher must consider the social, cultural and the economic background of the learners before planning a lesson (Vermeulen, 1997:17). For example, when a teacher wants to group the students in his class, black students might have a problem being grouped with white students.
Girls might have a
problem mixing with boys.
2.12 ENGINEERING GRAPHICS AND DESIGN
Engineering Graphics and Design is the new name for Engineering Drawing after recurriculation of the FET curriculum (Brink et al, 2003:1). It has already been stated that Drawing is a graphic language that is used in industries by draughtsmen to communicate. N2 level is a level in a FET College that is equivalent to Grade 11.
2.13 PURPOSE OF ENGINEERING GRAPHICS AND DESIGN
Engineering Graphics and Design will contribute towards the learners’ technological literacy by giving them opportunities to do the following (DoE, 2002:9): •
Develop and apply specific skills to solve technological problems related to Engineering Graphics and Design.
•
Understand the concepts and knowledge used in Engineering Graphics and Design, and use them responsibly and purposefully.
•
Appreciate the interaction between people’s values and attitudes, technology, society and the environment.
The researcher has already outlined that at Kempton campus subjects like Electrical, Motor, Fitting and Machining, Aircraft and Diesel trade theories are the trade subjects that students should take if they want to work in a mechanical field. Drawing helps them with perception and visualisation of objects in a working world.
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When learners who have passed N2 apply for an apprenticeship or experiential learning, the following are the technical skills that they are going to be engaged in, and all of these skills require Drawing N2: •
Design Draughting.
•
Electrical Draughting.
•
Built Environment.
•
Structural Steel Detailing.
•
Mechanical Draughting, etc.
Since engineering Drawing N2 is important for any learner who is involved in a mechanical field as discussed in DoE, (2002:9-15), a lecturer needs to include learning objectives that will help the learners achieve their goals.
2.14 DESCRIBING EDUCATIONAL GOALS
Gunter et al (1999:3), describe educational goals in the following manner:
2.14.1 Setting the goals
According to Gunter et al (1999:3), goals are the general statements of intent that reflect the following: •
The needs of the learner.
•
The societal needs.
•
Subject matter to be learned.
2.14.1.1 The needs of the learner
No matter how interesting or relevant information may be or how enthusiastic the teacher is about the subject, learners must be willing to learn. That is why if teaching
32
does not result in learning, then it fails. The following are the needs of a learner as outlined by Gunter et al (1999:3): •
Meaningful engagement in the process of learning.
•
Direct contact with what is to be learned.
•
Creative evaluation that tests what is taught.
•
Opportunity to explain the learner’s understandings.
As soon as the learning content becomes meaningful to the learner, the learner will then show interest in learning.
When the learner is free to talk about his
understanding of the learning content, learning becomes easy and interesting. It is also important for the teacher to understand the background of the learner. Before establishing the goals of a course or a unit of study, it is essential to know the particular group of students that will be taught. Gunter et al (1999:4), define the following as important to the teacher, regarding the learners’ background: •
An index of past achievements and a barometer of future success.
•
Good planning can be done because the teacher will have a clear pre-knowledge of the learners.
•
A clear connection of what the learner knows and what needs to be taught to the learner is made.
According to Gunter et al, (1999: 4), a teacher should ask the following questions before planning a lesson: •
Will the instruction fulfil any personal, social or occupational goals the students may have?
•
Is the learning process appropriate to the students’ present skill development and preferred learning styles?
•
How much do the students already know about the topic?
33
In the meantime Caine and Caine (1994:88- 89) say that some of the learners are predetermined by the nature of the organ of learning, the human brain. They describe the following principles about the brain function:
The brain is the parallel processor •
The brain is always performing many tasks at once.
•
Therefore, good teaching orchestrates the learner’s experience of what he sees, hears and feels simultaneously (Caine & Caine, 1994:88).
Learning engages the entire physiology •
When something affects the well-being of the learner, from lighting and temperature to the feelings of safety and cheer, it affects the learner (Caine & Caine, 1994:89). This is why teachers must take “creature comfort” into account when planning and preparing lessons.
The search for meaning is innate (Caine & Caine, 1994:89) •
The ingredients of meaning are prior knowledge and new information, which combine to create new and meaningful understandings for the learner.
•
Teaching is not to transmit knowledge directly to the learner, but to engage with the learner in an active, collaborative construction of meaning, much like that which occurs in everyday conversation (Caine & Caine, 1994:89).
The search for meaning occurs through patterning (Caine & Caine, 1994: 89) •
Information to be learned becomes meaningful when the learner is able to perceive a pattern upon it.
•
When the learner connects what he already knows to what is being taught, then learning becomes meaningful (Caine & Caine, 1994:89).
34
Emotions are crucial to patterning •
Teachers must take students’ attitudes and dispositions into account when planning the instruction because learners think most deeply about and learn more easily those things they care about.
The brain processes parts and wholes simultaneously •
Since the human brain is inclined to grasp parts and wholes simultaneously, the teacher must help learners keep perspective.
•
Teachers must teach the big picture and the parts that make it up at the same time.
Learning involves both focussed attention and peripheral perception •
The teacher must pay almost as much attention to what students will experience indirectly as to what they experience directly.
•
The design of the classroom, that pervades the atmosphere of learning either contributes to learning or impedes it (Caine & Caine, 1994:90).
Learning always involves conscious and unconscious processes •
Since much of what the brain does is completely unconscious and unknown to us, time, reflection and contemplation should be built into constructional plans because understanding takes time (Caine & Caine, 1994:91).
2.14.1.2 Societal needs
Gunter et al (1999:9) say that the following macro goals need to be looked at as societal needs: •
Develop competence in the basics of learning.
35
•
Learn to cherish the foundations of a free society.
•
Develop ethical standards of behaviour.
•
Develop skills necessary to obtain productive employment or to continue higher education.
•
Gain respect for his or her body and value good health habits.
•
Come to value beauty and to learn to participate in some form of aesthetic expression.
2.14.1.3 Subject matter •
Teachers should always prepare and decide what is it that need to be taught to the learner, but must be given a starting point (Gunter et al, 1999:10).
A starting point in this instance can be the syllabus and/or the scheme of work. Since the researcher has outlined a few points about issues that bring about academic performance in a teaching and learning environment, all of the above points work hand in hand. Furthermore, (Shoemaker, 1998: 102- 103) talks about the following as motivational factors.
a. Brainstorming motivational strategies •
Give a certificate of recommendation.
•
Give thank you notes at the end of the semester to the successful ones.
Learners on Kempton campus receive certificates for full attendance at the end of each trimester. They never receive certificates of recommendations, except when we give them progress reports three weeks before the exams commence. This is not enough to lift their spirits.
Shoemaker, (1998:102-103), adds that the worth of work that a teacher can expect from his learners arise from the following points:
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•
Invite guest speakers.
•
Show the statistics.
The only time a guest speaker was invited to Kempton campus was when a lady from the Department of Health was invited to inform all members, including learners, about the Aids epidemic. She even showed the growing numbers of people who are getting infected daily. This was of a great concern to our learners. If we could organise Drawing experts to visit our campus, it might help a lot because learners will receive information from the professionals.
Since the OBE curriculum aims at shifting the standard of education in our country from one that is content-based to the one that is outcomes-based (DoE, 1997:1), the whole teaching and learning activity should be learner centred.
According to McCombs and Whisler (1997:1), an education system that will be learner centred will help solve the following problems: •
High dropouts will be minimised.
•
Low pass rate will be avoided.
•
Low attendance will be addressed.
•
There will be high graduation rates.
•
Students will no longer complain that school is boring.
If a learner has a role that must be carried out on a daily basis, then that learner will start to see learning as meaningful. The system that we use on Kempton campus, is one of coming to class and teaching the learners. However, teachers spend a lot of time talking, which leaves learners inactive in class.
McCombs & Whisler (1997:65), add that in a learner centred classroom, learners do the following: •
Choose their own projects.
37
•
Work at their own rate.
•
Go beyond minimal assignments.
This will be mainly for classroom competition and learners will start to explore on their own and the teacher will act as a facilitator. Furthermore, McCombs & Whisler (1997:66), say that in a learner centred classroom, the assessment system is as follows: •
Assessment assesses students differently.
•
Assessment includes student’ input design and revision.
•
Assessment monitors progress continually in order to provide feedback and individual’s growth and progress.
At Kempton campus students are assessed differently because a trimester is too short for a lecturer to assess four subjects offered. If students can be left to learn at their own pace and be taught differently, assessment would change. Maybe we should look at the way teaching methods are selected for drawing, the availability of teaching resources and whether they are sufficient to carry the information to the learners.
Parents, too, need to be kept informed of their children’s progress in school and encouraged to participate in school activities. According to Matthay (1995:13), the following are suggestions that will encourage parental involvement in schools: •
Let parents know the expectations for homework and what students are expected to accomplish.
As outlined earlier, (on page 15 section 2.1) that 5 out of 25 of students have already quitted Drawing N2 in the second trimester of 2004. This shows that parents do not have the knowledge about what is expected from their children. They need to be made aware of the value of homework, that the homework does not only help the
38
learner to master the content, but also helps to keep the learner in touch with the classroom.
2.15 CONCLUSION
What has already been discussed in Chapter 2 of this study are the factors that determine academic performance in a teaching and learning situation. After reading various implications, ways, problems and difficulties of the learner in a didactic situation, it is clear that the factors discussed are interrelated.
Staff development needs to be conducted continuously in order to keep up with changing technology. Students need to be motivated in order to have interest in what they do. Management needs to be up-to-date with what happens in the classroom. Parents need to be involved in their children's studies. The next chapter discusses the historical background of Kempton campus before and after the merging process and the methodology that the researcher will use to answer questions on poor performance in Drawing N2.
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CHAPTER THREE
EMPIRICAL INVESTIGATION, RESEARCH DESIGN AND RESULTS
3.1 INTRODUCTION
This chapter introduces and explains the research methodology applied in this study. The relevant background of Kempton campus is discussed purely with reference to the academic performance of Drawing N2 to suit the research methodology and the approach selected. It also gives a detailed explanation of how the population and sample was chosen and how representative the sample was.
3.2 HISTORICAL BACKGROUND OF KEMPTON CAMPUS
3.2.1 Admission criteria before the merging process
Kempton campus was founded 29 years ago in Kempton Park, it was known as Kempton Park Technical College. It consisted of white students only from the surrounding areas like Kempton Park, Benoni, Boksburg and Edenvale.
The
admission criteria for N2 Mechanical level was Grade 10 with technical subjects, including drawing, on secondary level.
If a learner had done drawing without a relevant trade subject, then that learner was enrolled on the N1 level. Since most of the secondary schools in Kempton Park and the surrounding areas are technical schools offering drawing, it was very easy for students to enrol and cope in a mechanical field. The reason is that students came from a drawing and a technical background on secondary level. The same admission criteria were followed until the end of 2002.
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3.2.2 Admission criteria after the merging process
The admission criteria at Kempton campus were altered with effect from the beginning of 2003. This happened after the merging process with the adoption of the new name, EWC. Since Kempton campus is now a multi-racial and a multi-cultural campus with mostly black students, the admission criteria were altered in order to accommodate everybody. The reason is that since the teaching profession serves the society, then it must account to the society for its actions as said on page 2 in section 1.1.
If any student has passed Grade 10 and higher, he may enrol at any EWC campus. If that student has done technical mechanical subjects in Grade 10 (including drawing), then that learner can enrol on the N2 level. If a learner has done Mathematics and Science, excluding technical trade subjects, then that learner will have to enrol on the N1 level.
As discussed in section 1.1 on page 3 of this study, most of our students come from as far as Limpopo Province, having taken subjects such as History, Agriculture and Geography. In this case they are enrolled for our Orientation Programme (level before N1). Most of them are adolescents, where they find themselves in a situation whereby their obligations towards learning are replaced by obligations towards the society (as said on page 2, section 1.1). Peer pressure and socialisation becomes effective.
3.3 CAMPUS FACTORS
3.3.1 Campus management before the merging process
Kempton College consisted of a principal, a head of division, four senior lecturers and nineteen junior lecturers in the Engineering Department. Rules and regulations used before the merging process were unique for each campus. College rules may
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not only be strict and rigid, but also punitive and unnecessary (as stated on page 28 section 2.10.2). Yet, it seems that the rules at Kempton campus led to favourable results.
Students who were absent for 10 consecutive days or more having less than 40% for a term mark, were not allowed to sit for the examinations. This forced students to attend and work hard. Immediately when there is such a positive reinforcement in learning, the institution’s vision becomes alive and deeply embraced (as said on page 18 section 2.2). At that time, academic performance in Drawing N2 was not a problem.
3.3.2 Campus management after the merging process
There is currently only one principal for EWC and each campus has a campus manager. The rules and regulations are the same at all the campuses. If a student enrols for a course, he/ she will write the national examinations unless the student is absent for 10 days in succession. It means that if that student has attended one day every week of the trimester, that student still qualifies to sit for the exams if the fees are paid.
This in turn discourages discipline, because classroom discipline can also be the main cause of poor academic performance as stated on page 24 section 2.7. Learners who learn better by competing with fellow classmates might loose their confidence.
3.4 RESEARCH METHODOLOGY
The background of the study as set out in chapter one was to determine factors resulting in poor performance of Engineering Drawing N2 in EWC Kempton campus as of May 2003. The main reason being that Drawing N2 results and enrolment figures at Kempton campus have been dropping since May 2003. Chapter two gives a detailed discussion of the literature review on factors determining academic performance in a didactic situation.
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This chapter is devoted to the empirical investigation, research design and results. The study uses both the qualitative and the quantitative research design methods. Qualitative research is seen as a multi-perspective approach to social interaction aimed at describing, making sense of, interpreting or reconstructing this interaction in terms of the meanings that the subjects attach to it (as said on page 6 section 1.5.1). Quantitative research, on the other hand, is a research methodology that seeks to quantify the data and typically, applies some form of statistical analysis as outlined on page 6 section 1.5.1. Three days were spent at each campus during the research process, observing lessons, conducting interviews and distributing questionnaires.
Bar, table and pie charts were used to analyse the descriptive data. The second part concentrates on data collection, sampling techniques, sample size and the instruments used in this study. . 3.5 POPULATION AND SAMPLE
3.5.1 Population
The population is all the students doing Drawing N2 (110 students) at each campus during the second trimester of 2004, as well as nine Drawing lecturers. The total number of the population is 119 and consisted of students and Drawing lecturers.
TABLE 3.1: An illustration of the population of Drawing N2 students and lecturers.
N= 119 Tembisa
N2 classes formed 1
Number of students 29
Number of Drawing lecturers 2
Kathorus
1
25
2
Germiston
2
31
3
Kempton
1
25
2
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3.5.2 Sample
Random sampling was used to select forty (40) Drawing N2 students, ten (10) from each campus, to participate in the research. That is, seven N2 students from each campus, plus three N3 from each campus. All nine Drawing lecturers were also part of the sample.
The researcher made use of systematic random sampling in order to give every member of the population an equal chance of being selected as part of the sample. The sample consisted of both black and white males and females taking Drawing N2.
Therefore, three of the ten Drawing students who took part in the sample were N3 Drawing students who had attended Drawing N2 the previous term. The ages were between 16 and 26. The teaching experience of the Drawing lecturers offering Drawing N2 was also a criterion.
3.6 DATA COLLECTION TECHNIQUES
3.6.1 Questionnaires
Questionnaires were one of the instruments used to obtain information for the research. A total of forty-nine (49) questionnaires were handed out to both the Drawing students and the Drawing lecturers at all the campuses. Forty (40) of those questionnaires were handed out to students taking drawing, twenty-eight (28) to N2 Drawing students, and the remaining twelve (12) to N3 Drawing students with Drawing N2 experience. The other nine (9) questionnaires were handed out to Drawing lecturers.
The management of EWC campuses requested that all Drawing lecturers, complete and hand in their questionnaires. Students' and lecturers' questionnaires had a letter
44
attached, requesting participants to assist the researcher in the project (See Appendix A and Appendix B).
Questionnaires handed out to Drawing N2/ N3 students
consisted of fifteen questions. Twelve of the fifteen questions were closed questions, whereas the three other questions were open-ended questions in which students had to express themselves in more detail.
The first part of the students’ questionnaires required demographic information, which included information like gender, age, level and the name of the campus. Questionnaires that were handed out to Drawing lecturers had five closed questions. The first part also included information like name of the campus, level that a lecturer offers, gender and the years of experience in teaching Drawing N2.
3.6.2 Observation schedule
Certain research questions can best be answered by observing how people act and behave during the normal course of their working day. Prior arrangements were made with The Head of Divisions from the four campuses in order to notify Drawing N2 lecturer(s) of the day and time of the classroom visits. Observations were conducted in Drawing classrooms at each campus. A validated and reliable teachers’ evaluation form was used during the classroom observations (See appendix D). The Head of Division of Kempton campus supplied this form. It is a schedule which is used during formal class visits.
3.6.3 Interviews
Eight individual interviews were conducted with Drawing lecturers. Two of these lecturers were from each of the four campuses. Drawing lecturers were chosen for the interview because they are the ones who know exactly what happens in the teaching and learning situation in the classroom. See Appendix C for the interview questions. The interviews did not exceed fifteen minutes and they lasted more than five minutes.
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3.7 DATA PRESENTATION AND ANALYSIS
3.7.1 Descriptive statistics on response rates
Descriptive statistics are used to summarise the data and to make it easier for the reader to understand. It also shows how the sample represented the population. The research sample, which was comprised of the students and lecturers, included more of males than females. All Drawing lecturers were males as they dominate in the Drawing department.
Out of the forty Drawing N2 students who received questionnaires, thirty-seven participants completed and returned the questionnaires. All twelve N3 students’ questionnaires were returned. students.
This constituted a 93% response rate from the
The researcher personally collected the questionnaires from all
participants.
Survey response of Drawing students
Total population
: 110 Drawing N2 students.
Total sample
: 40 Drawing students (36% of the population).
Response rate
: 37 students, (92,5%).
Non-response rate
: 3 students, (7,5%).
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FIGURE 3.1: Drawing students' response rate
3 40
37
NUMBER OF DRAWING STUDENTS RESPONSE RATE NONRESPONSE RATE
Survey response of Drawing lecturers
Total population
: 9 Drawing lecturers.
Total sample
: 9 Drawing lecturers (100% of the population).
Response rate
: 8 Drawing lecturers (89%).
Non-response rate
: 1 Drawing lecturer (11%).
FIGURE 3.2: Drawing lecturers' response rate
1
8
9
NUMBER OF DRAWING LECTURERS RESPONSE RATE NONRESPONSE RATE
3.8
ANALYSING
QUESTIONNAIRE
RESPONSE
OF
DRAWING
STUDENTS
3.8.1 Analysing questionnaire response of Drawing N2 students
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Questions directed to Drawing N2/ N3 students are recorded in APPENDIX A.
FIGURE 3.3: Importance of drawing in a mechanical field.
Learners were requested to indicate the extent to which they agree with the importance of drawing in a mechanical field. The responses are shown in Figure 3.3 below
TOTALLY AGREE 36% 64%
AGREE TO A CERTAIN EXTENT
The above figure shows that the majority of students (64%) see the importance of drawing in a mechanical field. Therefore the remaining 36% can be easily motivated to realise the value of drawing.
FIGURE 3.4: The environment in which drawing is attended is conducive/ suitable to learning.
The environment for learning should be conducive to learning. Learners were asked the extent to which they agree that their learning environment is conducive to learning. Figure 3.4 shows the response:
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TOTALLY AGREE 12% 23% 65%
AGREE TO A CERATIN EXTENT DISAGREE TO A CERTAIN EXTENT
The above figure shows that only 65% of the Drawing students are convinced that the Drawing environments are suitable for learning. The remaining 35% have a serious problem that could result in the poor academic performance.
FIGURE 3.5: The time schedule for Drawing N2 syllabus.
Students were asked the extent to which they agree that the time schedule for Drawing N2 is enough to complete the syllabus. Figure 3.5 below shows their response rate:
TOTALLY AGREE 11% 30%
59%
AGREE TO A CERTAIN EXTENT DISAGREE TO A CERTAIN EXTENT
The above figure shows that 59% of students do find the time allocated for Drawing N2 enough for them to complete all the tasks. This leaves 41% of students not having enough time to complete all the tasks. This could have a serious impact because 41% students will have been used to submitting unfinished projects.
49
FIGURE 3.6: The relevance of the Drawing N2 syllabus to the trade subject.
Students were asked to which extent is the Drawing N2 syllabus relevant to their trade subjects. Figure 3.6 shows their response rates:
TOTALLY AGREE AGREE TO A CERTAIN EXTENT DISAGREE TO A CERTAIN EXTENT TOTALLY DISAGREE
12% 0% 28%
60%
The above figure shows that 28% of students are not sure about the connection between drawing and the trade subjects. When these students enter for their exams without knowing the relationship between drawing and their trade subjects, their failure rate affects the College.
FIGURE 3.7: A role that Drawing instruments play in completing Drawing tasks.
To what extent do Drawing instruments play a role in the completion of Drawing tasks? This is how the students responded:
TOTALLY AGREE 4% 24%
72%
AGREE TO A CERTAIN EXTENT DISAGREE TO A CERTAIN EXTENT
50
The above response shows that 24% of the students do not fully agree that instruments play a role in passing Drawing N2. The remaining 4% disagree to an extent and this might lead to the other 72% being de-motivated in bringing their instruments to class, because they see fellow classmates not having any instruments at all.
TABLE 3.2: An illustration of the views of students in the choice of subjects.
Students were asked whether they take drawing because of not having any other option. The following table shows their responses:
N= 25
Raw score
%
Totally agree
19
76
Agree to a certain extent
4
16
Disagree to a certain extent Totally disagree
2
8
0
0
The response shows that 76% of the students enrol for drawing simply because they had no other choice. This might result in students not putting more effort into drawing, because they do not see any use in taking drawing.
TABLE 3.3: An illustration of the views of students on whether their parents have any say in choosing subjects and careers.
Students were asked whether their parents have a say in their subject choice. Table 3.3 shows their responses:
51
N= 25
Raw score
%
Totally agree
13
52
Agree to a certain extent
8
32
Disagree to a certain 4
16
extent Totally disagree
0
0
Table 3.3 shows that 52% students totally agree that parents still have a voice in their subject and career choice. This leaves teachers with the task of sharing relevant information on subjects and careers before classes commence.
TABLE 3.4: Campus resources and equipment for Drawing N2.
Students were asked whether their campuses have the necessary resources or equipment for Drawing N2. Table 3.4 shows their responses:
N= 25
Raw score
%
Totally agree
16
64
Agree to a certain extent
8
32
Disagree to a certain extent
1
4
Totally disagree
0
0
The above response shows that 64% totally agree that their campuses have the necessary resources for drawing. But since it is proved in Figure 3.3 that 36% of students do not see the importance of drawing in the mechanical field, they might as well not know the required resources that they need.
TABLE 3.5: The affordability of Drawing N2 instruments.
Students were asked whether they can afford all the necessary Drawing equipment. Table 3.5 shows their responses:
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N= 25
Raw score
%
Totally agree
4
16
Agree to a certain extent
11
44
Disagree to a certain extent
4
16
Totally disagree
6
24
Table 3.5 shows that most Drawing instruments are affordable to students.
General questions directed to N2 Drawing students about drawing content knowledge.
FIGURE 3.8: The need for N1 or secondary level drawing background.
Students were asked whether a drawing background from the N1 or secondary level is necessary in order to understand Drawing N2. Figure 3.8 shows their responses:
28%
0%
YES NO 72%
The above figure shows that the majority of students (72%) need drawing background knowledge on drawing before doing Drawing N2. This shows that students' previous drawing results need to be checked according to the campus admission requirements before they enrol.
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FIGURE 3.9: The Drawing lecturer's knowledge of drawing.
Students were asked whether their Drawing lecturers are knowledgeable in drawing. The figure below shows their responses:
4%
0%
YES NO
96%
Most students (96%) are satisfied with the knowledge and experience of their Drawing lecturers, as illustrated on the figure above.
TABLE 3.6: The relevance of exercises and examples in a Drawing textbook.
Are the exercises and examples found in the Drawing N2 textbook practical and relevant to the Drawing N2 syllabus? Table 3.6 shows the students' responses based on the above question:
N= 25
Raw score
%
Yes
16
64
No
9
36
The above table shows that 64% of students are not too worried about the exercises and examples found in the prescribed textbooks. This might be because of the mere fact that because drawing does not make sense to their trade subject, they see no need to be concerned about exercises in the book.
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Open questions to N2 Drawing students
1.4.1
60% of the learners said that the lack of commitment and proper motivation make students fail or quit Drawing N2. 40% said that students fail because drawing is boring. This shows that students are not adequately motivated in class. Lecturers need to find ways to get students actively involved in the learning process in order to stimulate interest in Drawing N2 as said on page 15 section 2.2 of this study.
1.4.2
72% of the students said that they would invite relevant people from industry to come and share the information on the importance of Drawing N2 if they were lecturers.
20% of the learners said that they would introduce in
Drawing models so that students could see how competent they could be in drawing. 8% of the learners said that they would increase the duration of the Drawing lessons.
Section 2.8.1 on page 25 of this study outlines clearly that planning and implementing a Mathematics, Science and Technology programme requires the support of a broad range of stakeholders who share a vision of what is needed to create an effective inquiry-centred approach for learners. Therefore, whenever such people are introduced to students, they will understand exactly what is needed before they choose subjects.
1.4.3
92% of the learners are not convinced that drawing is important to their everyday lives. 8% agreed that drawing is relevant to their everyday lives, but they could not elaborate on the relevancy. This is because students lack the relevant motivation and support that the above statements mentioned.
55
3.8.2 Analysing questionnaire response of Drawing N3 students
TABLE 3.7: The importance of drawing in a mechanical field.
Learners were requested to indicate the extent to which they agree with the importance of drawing in a mechanical field. The responses are shown in figure 3.7:
N= 12
Raw score
%
Totally agree
11
92
Agree to a certain extent
1
8
Disagree to a certain extent
0
0
Totally disagree
0
0
The above table shows that the majority of N3 Drawing students (92%) agree that drawing is important in a mechanical field. This might be for the fact that their trade relates better to the field than the N2 trade subject.
FIGURE 3.10: The environment in which Drawing N2 is attended.
The environment for learning should be conducive to learning. Learners were asked the extent to which they agree that their learning environment is conducive to learning. Figure 3.4 shows their responses:
TOTALLY AGREE
42% 58%
AGREE TO A CERTAIN EXTENT
56
Figure 3.10 illustrates that 58% of Drawing students are satisfied with the environment in which drawing is offered. But still 42% of the N3 students do not feel comfortable about the environment in which drawing is attended and this could have a bad influence on other classmates.
FIGURE 3.11: The time schedule for Drawing N2 syllabus.
Students were asked the extent in which they agree that the time schedule for Drawing N2 is enough to complete the syllabus. Figure 3.11 below shows their responses:
TOTALLY AGREE
17%
0%
17% 66%
AGREE TO A CERTAIN EXTENT DISAGREE TO A CERTAIN EXTENT
The above figure shows that 66% of students still find it difficult to complete the N2 syllabus due to time constraints. This could imply that the method of presentation, the availability of resources and instruments could have an effect in the class.
FIGURE 3.12: The relevance of Drawing N2 compared with trade subject.
Students were asked to which extent is the Drawing N2 syllabus relevant to their trade subjects. Figure 3.12 shows their responses:
57
TOTALLY AGREE
17%
AGREE TO A CERTAIN EXTENT DISAGREE TO A CERTAIN EXTENT
8% 0%
75%
The above figure illustrates that 75% of the N3 students are aware that drawing is relevant to their trade subjects. This is because N3 students are in an advanced level in which their trade subjects are linked directly to Drawing N3 contents.
FIGURE 3.13: A role that Drawing instruments play in completing Drawing tasks.
What role is played by Drawing instruments in completing Drawing tasks? This is how the students responded:
TOTALLY AGREE
25%
AGREE TO A CERTAIN EXTENT
0%
75%
The above results illustrate that 75% of N3 students see the need of having Drawing instruments to complete Drawing tasks successfully.
FIGURE 3.14: Choosing Drawing N2 above other subjects.
58
Students were asked whether they take drawing because of not having any other option. Figure 3.14 shows their responses:
TOTALLY AGREE
0%
25%
41% 17%
17%
AGREE TO A CERTAIN EXTENT DISAGREE TO A CERTAIN EXTENT TOTALLY DISAGREE
Figure 3.14 shows that 25% of students took drawing because it is part of the N2 level package. This might discourage them whenever they have to practice Drawing N2.
FIGURE 3.15: Students' views on their parent's say on their choice of subjects and careers:
Students were asked whether their parents do have a say in their subject choice. Figure 3.15 shows their responses: TOTALLY AGREE
0% 8% 9% 8% 75%
AGREE TO A CERTAIN EXTENT DISAGREE TO A CERTAIN EXTENT NO RESPONSE
75% of Drawing N3 students totally agree that their parents do have a say in their subjects and career choice. This means that parents might be pushing their children to enrol for courses of which they have never heard. This might cause drawing to be boring subject.
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FIGURE 3.16: Campus resources and equipment for Drawing N2.
Students were asked whether their campuses have the necessary resources or equipment for Drawing N2. Figure 3.16 shows their responses:
TOTALLY AGREE
17%
AGREE TO A CERTAIN EXTENT DISAGREE TO A CERTAIN EXTENT
0% 41%
42%
The above results show that the Drawing equipment or resources available in each campus are adequate.
FIGURE 3.17: The affordability of Drawing N2 instruments.
Students were asked whether they can afford all the necessary Drawing equipment. Figure 3.17 shows their responses:
TOTALLY AGREE
25%
0%
17% 17%
41%
AGREE TO A CERTAIN EXTENT DISAGREE TO A CERTAIN EXTENT TOTALLY DISAGREE
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The above results shows that 17% of students can afford buying all the Drawing equipment and instruments needed. This leaves the rest of the students without Drawing instruments, and this can result in theft of Drawing instruments.
General questions directed to N3 Drawing students about drawing content knowledge.
FIGURE 3.18: The need for an N1 or secondary drawing background.
Students were asked whether the drawing background from N1 or the secondary level is necessary in order to understand Drawing N2. Figure 3.18 shows their responses:
0%
YES NO 100%
The above figure shows that 100% of the N3 Drawing students see the need of having a background in drawing at N1 or previous levels before enrolling for Drawing N2.
FIGURE 3.19: The Drawing lecturer's knowledge of drawing.
Students were asked whether their Drawing lecturers are knowledgeable about drawing. Figure 3.19 shows their responses:
61
8% 0%
YES NO 92%
From the above results, 92% of Drawing N3 students are satisfied with the knowledge and the experience that their Drawing lecturers have.
TABLE 3.8: The relevance of exercises and examples in Drawing textbooks.
Are the exercises and examples found in a Drawing N2 textbook practical and relevant to the Drawing N2 syllabus? Table 3.8 shows the students' responses:
N= 12
Raw score
%
Yes
8
67
No
4
33
The above table illustrates that 67% of the Drawing N3 students see the relevance of exercises and examples found in their prescribed textbook.
Open questions to N3 students
1.4.1. 100% of the N3 Drawing students emphasised that lack of commitment and direction make students fail or quit Drawing N2. This might be because most of these learners are in their adolescence where their obligation towards learning is replaced by obligations towards society (as said on page 2, section 1.1 of this study).
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Therefore, the teacher is accountable to the society for his actions since the teaching profession serves the society as said on page 2 section 1.1 of this study.
1.4.2. 91.67% of the N3 Drawing students said that if they were Drawing lecturers they would organise Drawing models in order to make learning easy for the students. 8.33% of students said that assessment should be altered in order to accommodate those who take drawing for the first time.
This shows that not enough Drawing models are available on the campuses. This creates a problem because the school is established to supply systematic and educative teaching and learning under the guidance of academically and professionally trained teachers by means of norms and ideals and for the sake of responsible adulthood in the community, (see page 2 section 1.1 of this study). Therefore, when the classroom is not conducive to learning, students might not perform in class.
1.4.3. 66.67% of students said that if relevant people from industry were invited to share information on drawing with them, they would be able to see whether or not drawing is relevant to their everyday lives. As shown in Figure 3.7 on page 50 of this study, students are not receiving extrinsic motivation that will help them in their subjects and courses.
3.9 ANALYSIS OF QUESTIONNAIRES DIRECTED TO DRAWING LECTURERS
Questions given to Drawing lecturers are found in APPENDIX B.
FIGURE 3.20: Drawing workshops.
Drawing lecturers were asked how often Drawing workshops are held on their campuses. The figure below shows their responses:
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AGREE TO A CERTAIN EXTENT
0%
100%
The above figure shows that Drawing lecturers totally agree that Drawing workshops are held very often.
FIGURE 3.21: Students' drawing background
Drawing lecturers were asked whether the Drawing students have a good drawing background. Figure 3.21 shows their responses: TOTALLY AGREE
0%
75%
25%
AGREE TO A CERTAIN EXTENT DISAGREE TO A CERTAIN EXTENT TOTALLY DISAGREE
The above response illustrates that 75% of Drawing lecturers disagree to a certain extent that their students have a drawing background.
FIGURE 3.22: Qualification and knowledge of Drawing lecturers.
64
Drawing lecturers were asked if they are qualified in offering Drawing N2. The following figure shows their responses:
TOTALLY AGREE
0%
100%
AGREE TO A CERTAIN EXTENT DISAGREE TO A CERTAIN EXTENT TOTALLY DISAGREE
The above figure shows that Drawing lecturers are qualified and knowledgeable in Drawing N2.
TABLE 3.9: The syllabus, textbooks and the scheme of work for Drawing N2.
Drawing lecturers were asked whether they have a scheme of work, syllabus and the relevant textbooks for Drawing N2. Table 3.9 illustrates their responses:
N=8
Raw
%
score Totally agree
8
100
Agree to a certain extent
0
0
Disagree to a certain extent
0
0
Totally disagree
0
0
The above table shows that all lecturers have the correct and similar scheme of work, syllabus and the prescribed textbook at all campuses.
FIGURE 3.23: The help that models, charts and relevant equipment offer in drawing.
65
Drawing lecturers were asked whether models, charts and relevant equipment help in offering Drawing N2. Figure 3.23 shows their responses:
PERCENT
80 60
TOTALLY AGREE
40 20 0 1
2
AGREE TO A CERTAIN EXTENT
RESPONSE
The above response shows that 60% of Drawing lecturers agree that models, charts and other relevant equipment help in a Drawing class.
LECTURERS COMMENTS
•
75% of Drawing lecturers said that students' lack of Drawing equipment plays a major role in learning. What is said in section 2.13 on page 31 of this study is that Engineering Graphics and Design have a certain importance, like developing skills to solve technological problems related to Engineering Graphics and Design. Therefore it seems that students do not know the impact that drawing has in technological change.
•
25% said that the lack of drawing experience causes major disappointing performance.
3.10 OBSERVATION
A class visit report schedule was used in classroom observation (see APPENDIX D). The researcher was accompanied by the senior lecturers of each campus during classroom observations. The researcher and each senior lecturer from each campus picked up the following during observations:
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3.10.1 Lecturers' presentation of the learning content
The lesson presentation was satisfactory because every lesson linked the previous activity with the present activity. Both Drawing lecturers taught on the learners' level of understanding. The language used was clearly understood by all students. Some African language explanation was used for the slow-learners and not in delivering the content since the medium of instruction in the entire college is English.
This African language was a blessing to the students with language
problems, because it is said on page 21 section 2.5 of this study that an African language is said to be a language of understanding.
The Germiston and Kathorus campuses are the only campuses offering CAD (Computer Aided Draughting). This is a computer program that enables students to draw using a computer. The advantage of this program is that students need to be computer literate in order to draw. And as soon as they are computer literate, then they can finish whatever is given to them very speedily.
The Germiston and Kathorus campuses are the only campuses that have enough teaching media like charts, projectors, Drawing models and advanced transparencies having various colours that explain contents with ease. The students' participation in all four campuses was good, especially in doing the tasks given to them. Some were trying in poor conditions, e.g. where half of the class had no instruments and no display boards (where Drawing models are kept) were used.
3.10.2
Lecturers' preparation of lessons
Lecturers' presentation of lessons showed that they have prepared beforehand. Their confidence and personalities shared the sentiments outlined on page 19 in section 2.4.1, that the teacher's personality and his professional competence are the codeterminers of the meaningful course of the didactic activities. Their preparedness
67
showed that they were familiar with the content and the teaching materials as stated on page 26 of this study, in section 2.9.
3.10.3
Subject and personal files
All lecturers' subject and personal files were up-to-date with all the necessary information inside. Subject circulars, syllabus and scheme of work were all filed accordingly. It came as a surprise when lecturers' files at Kempton and Tembisa campuses contained no class visit reports, seeing that classroom visits are conducted regularly.
General remarks
It was found that all Drawing lecturers in all the campuses have a sound knowledgeable of drawing. Germiston and Kathorus are the only campuses applying the OBE approach when delivering the content. All the classroom observations were successful.
3.11
INTERVIEWS WITH DRAWING LECTURERS
This section provides a transcribed summary of the interview results with the Drawing lecturers. Similar questions were asked to lecturers using a semi-structured interview schedule.
Time available for lecturing Drawing N2 per trimester
The Germiston and Kathorus campuses are the only campuses that find the time for teaching Drawing N2 sufficient, even for revision. This was said because they offer CAD programmes and they have the necessary Drawing equipment. One lecturer from Germiston said the following after he had been asked if he is satisfied with time available for teaching N2 Drawing:
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" Yes, I am, for as long as we can finish the syllabus then I am convinced that time is enough."
One lecturer in Kempton campus said the following after he had been asked whether he is satisfied about the time:
" Time is very short, especially when students take out their Drawing instruments, they are too slow"
The drawing background of the students based on the topic of the day
Lecturers agree that N2 students have the relevant drawing background. After being asked whether his students showed any previous knowledge in drawing, a Tembisa campus lecturer said the following:
" Yes, especially the students who are from N1 and those doing Drawing N2 for a second time, but they showed lack of interest."
If lecturers notice signs of laziness in their classes and ignore it, students will eventually do nothing at all and their results will be affected, because classroom discipline and management can be the cause of poor academic performance as stated on page 24 section 2.7 of this study.
When are students given individual attention?
Lecturers do not have enough time for individual consultations in the drawing class. They say that it depends on the number of students and how many of those students have background knowledge.
One lecturer from Germiston campus said the
following:
" We normally create another class whenever we have a lot of students; in this sense we avoid overcrowded classrooms and they are easily managed."
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On page 29 section 2.10.2 of this study, it is mentioned that at Kempton campus, we enrol up to 37 learners in each class. If 60% of the learners in a drawing class are doing Drawing N2 for the first time, then going from desk to desk to help students will not be easy.
What would you make the ideal duration of the Drawing N2 syllabus?
The Germiston and Kathorus campuses are satisfied with the time available N2 Drawing because they said that if they can include revision, then it is adequate. At the Kempton and Tembisa campuses, they suggest an increase in the hours for teaching Drawing N2. A lecturer from Kempton campus said the following when asked for his personal input on time needed for Drawing N2:
"I wish I could extend the time that we offer Drawing N2, but I think 2 hours would be better from Monday to Thursday, Friday should be used for the students to do revision and tasks."
This proves what was said on page 33 section 2.14.1.1 of this study that before the teacher plans a lesson, he should ask himself questions like: is the learning process appropriate to the students' present skill of development and preferred learning styles? This adds to what was already said in section 1.1, on page 3 of this study, that most students at Kempton campus come from rural areas where drawing is not yet fully introduced. Therefore, sufficient time will be of great importance to these learners.
When is the academic performance of students discussed?
The Drawing lecturers meet very often to discuss the students' academic performance. Even though meetings are often held when the results are problematic, these discussions are worth while.
After being asked how important these
discussions are, one lecturer from Kathorus said the following:
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" It helps us improving the way we approach a lesson."
This promotes effective teaching as said on page 19 section 2.4.1 of this study. In this way the teacher develops good subject knowledge, good lesson planning and improved teaching skills.
What can be changed in the existing N2 Drawing syllabus?
Most lecturers suggested that the syllabus be left like it is but that Drawing models be added in order to bring about meaningful learning. One lecturer from Kathorus campus said the following concerning the existing Drawing N2 syllabus:
" Change it to the manner that will prepare our kids a place in industries."
This can only be possible when relevant people from industries are invited to inform students about the current developments in the industry that relates to drawing. Page 25 in section 2.8 of this study, says that support of a broad range of stakeholders who share a vision of what is needed to create an effective inquiry-centred approach for learners is needed. This will be one of the ways of keeping up with the current developments in industry.
What can be done to improve the EWC township campuses?
Lecturers say that the EWC campuses in townships need to be supplied with relevant resources and be “beefed-up” with strong security. One of the lecturers who is based at a township campus said the following:
" Since we have merged, remove all the lessons that need a lot of expensive resources to the urban campuses within the EWC."
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Page 16 of this study in section 2.2 states that students cannot be easily motivated to learn if they are in a chaotic atmosphere. It further states that classrooms should be organised and managed as an effective learning environment.
Does drawing make sense to the students and why?
In responding to the above question Drawing lecturers do not believe that drawing makes sense to students. One lecturer from the Kempton campus said the following:
" Students think that their trade subject is the only one that matters. Most of them never fail trade subjects, so they need to be taught about the importance of drawing."
If students are made to understand the importance of Drawing N2 in industry as mentioned on page 31 section 2.13, their attitudes would be positive. Drawing N2 is important to learners and gives them opportunities to go into the fields like Design Draughting and Electrical Draughting as stated on page 32 in section 2.13 of this study.
Did the merging process affect the academic performance of Drawing N2 students?
According to the lecturers’ responses, the merging process did affect the students' academic performance. They said that rules and regulations have changed a lot and that they are now too learner-friendly. After being asked about whether the merging process had an effect on the drop in the college results, a lecturer from the Germiston campus said the following:
“ Students are aware that by paying the fees, they are guaranteed a place in the exams, therefore they attend as they wish. The merging process does have an effect on the results.”
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It is said on page 28 section 2.10.2 of this study that school rules and regulations may not only be strict and rigid, but also punitive and unnecessary. If EWC continues with the implementation of the new rules and regulations, there will be disciplinary problems as stated on page 28 section 2.10.1. Rules need to be altered so that they will encourage and force learners to learn.
How are your enrolment figures in Drawing N2 as compared to in years before May 2003?
The Tembisa and Kempton campus have experienced problems with Drawing N2 enrolment figures. They indicate that there was a decrease in the enrolment figures. One lecturer from Kempton campus said the following after being asked about Kempton’s Drawing N2 enrolment figures:
“ Our enrolment figures have dropped dismally. I used to have two Drawing N2 classes, but now I have one Drawing N2 class with seventeen students.”
A Drawing lecturer from Germiston campus said the following in response to the above question:
“ Students enrol in numbers and for the record we have even asked one of the previous N3 student to assist in teaching one Drawing N2 class”
This is because students at the Germiston campus have a choice in a drawing field. Some enrol for a CAD program and others enrol for Drawing N2. When they succeed in Drawing N2, they are allowed to enrol for a CAD program, which allows them to pass Drawing N2.
Do you and your colleagues enjoy lecturing Drawing N2?
Only lectures on campuses where the CAD program is offered, that is, Germiston and Kathorus campuses, enjoy lecturing Drawing N2. Lecturers on the Tembisa and
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Kempton campuses are not satisfied. One lecturer from Tembisa campus said the following:
“ Yes we do enjoy offering Drawing N2, because even when results are down we come together and try harder the next time.”
A lecturer from Germiston said the following:
“ Drawing can only be enjoyed when results are good, so from my side, I am quite impressed.”
It is said on page 36 of this study in section 2.14.1.3 that teachers should always prepare and decide what is it that needs to be taught to the learner, but must be given a starting point. This starting point could be relevant resources that other campuses need in order to make learning meaningful to the learner.
3.12 CONCLUSION
The chapter entails the historical background of Kempton campus, data-collecting instruments, a target population, sampling methods, sampling size, data collection techniques and statistical methods used. It is very clear that campuses that do not perform well in Drawing N2 have different problems, but most of the findings indicate disciplinary problems. In the next chapter the research findings will be discussed in more detail.
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CHAPTER FOUR
FINDINGS,
DISCUSSIONS
AND
GUIDELINES
FOR
IMPROVING
DRAWING N2 RESULTS
4.1 INTRODUCTION
The results obtained from the previous chapter indicate that the academic performance is not only determined by teacher factors, but also by the students, the society and the parents that bring students to College. Section 2.7.1 of page 24 of this study state that the society too, must bear its share of the responsibility for the performance of learners at school.
This chapter presents the major findings,
discussions and guidelines of the study.
4.2 FINDINGS OF THE STUDY
4.2.1 Students' obstacles in Drawing N2
Both the N2 and the N3 Drawing students are not aware of the importance of drawing in the mechanical field. Some of them still find the environments in which they attend drawing not suitable for learning. None of the Drawing students find the time allocated for Drawing N2 enough to complete all the Drawing tasks given to them. Others still do not buy Drawing instruments and continue right through the end of the trimester without any instruments.
This puts the lecturer in an awkward position, because he will have to work with them even when they do not have Drawing instruments. Some of these students do not buy Drawing instruments because they have enrolled for Drawing N2 since it is part of the Mechanical package and not because of interest or knowledge of the subject. They just concentrate on their major subjects like Motor Mechanics, Fitting
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and Machining, Aircraft Maintenance. They are not aware that drawing is also needed for future Mechanical Engineers.
Since most of these students are aged between 16 and 26, their parents still play a role whenever they have to choose courses and subjects. Some of them are forced to do drawing because their parents told them that drawing is essential. This becomes a problem because that student learns something that he has never heard about.
This continues to be more of a problem when these students attend in classrooms without any Drawing models. They attend class in a room that does not even have a Drawing poster on the wall. Learning becomes meaningless and boring. In some campuses lecturers explained views of objects in an abstract way. Lecturers taught for ten minutes explaining something that had never been seen in class. This caused students to be passive in class. Even though drawing models and charts in EWC campuses were not available, lecturers were trying their best to get the Drawing lessons going.
People from the industries need to be invited to boost the morale of lecturers and students. This will be of great help to both the learners and the lecturers. Their presence will explain how drawing is linked to the trade subject taught at a FET College.
4.2.2 Lecturers' obstacles in a Drawing N2 class
EWC Drawing lecturers are exposed to Drawing workshops very often and find that these workshops are of great help. Going to workshops enable them to meet experts in drawing, for an example examiners, moderators and other experienced Drawing lecturers. They are also able to keep up with what happens in the industry. The only problem is that whenever they attend these workshops, they find it difficult to transplant this knowledge to learners who come to class without instruments. Whenever lecturers have to demonstrate by a model, they find that there are no Drawing models.
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When they ask for the models to be purchased, management takes a long time due to the fact that EWC finances are run from Head Office at Germiston campus. This is a result of the merging process. Even though Drawing lecturers are qualified to teach, they find the admission requirements too learner-friendly. Students who have passed Grade 12 with Mathematics and Science, without having taken drawing before, are enrolled for N2 when they enrol for Mechanical studies with Drawing N2 being one of the subject.
These students enrol for Drawing N2 for the first time and they find it difficult to understand because they lack the N1 Drawing background. It becomes even worse when these students are in a class of 37, because Drawing lecturers find it difficult to give individual attention to them. This puts the lecturer in a difficult position, especially when Drawing models, charts as well as instruments for students are not available.
Drawing lecturers do not find the existing Drawing N2 syllabus a problem, but they have suggested that it should be added to the N1 syllabus to ensure that students have same knowledge about the N2 contents. They suggested that 30% of the N2 syllabus be introduced in N1, because there are a lot of sections in N1 that are not for exam purposes.
4.3 GUIDELINES FOR IMPROVING DRAWING N2 RESULTS
The marketing manager or the college's liaison officers need to consult with relevant companies for assistance to visit each EWC campus to enlighten students on the importance of drawing.
This will help the lecturers in motivating students,
especially when they will be lecturing without Drawing models. Students will know that drawing is helpful and as soon as results improve, I hope that management will assist in buying the necessary equipment for learners.
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Parents too will realise that their children practice drawing at home and if they lack Drawing instruments, parents will pick it up easily. The campuses or EWC needs Head Office to assist in getting at least T-squares (major ruler used in drawing shaped like a T) and keep them at each campus. Students will not waste time when they prepare instruments in comparison to taking instruments out of their bags. This will not only save time, but students will appreciate the fact that they were assisted in buying instruments.
Since Germiston and Kathorus offer CAD, it will be advisable if this programme is offered on all of the EWC campuses. It is an expensive course that demands a lot of computers. It should be offered on a campus that will have adequate security and is within reach to students.
4.4 CONCLUSION
Drawing N2 is still a strange subject to most of the learners who are from rural areas. This is clear as the campuses with difficulties in Drawing N2 are the ones that have a high percentage of students from rural areas. When a lack of drawing background combines with disciplinary problems, good results are threatened. The following chapter discusses the recommendations that the researcher believes will be of utmost importance to the campuses with problems regarding Drawing N2.
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CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
5.1 INTRODUCTION
The research findings of this study show that there is a lot of factors that result in poor academic performance of Drawing N2 students on both Kempton campus and other EWC campuses. Students enrol for drawing without relevant background knowledge of the subject in relation to their trade. They continue to complete the trimester without Drawing instruments. Drawing lecturers find it difficult to teach overcrowded classes. They teach in classes where Drawing models are not available and students also lack motivation.
5.2 RECOMMENDATIONS OF THIS STUDY
Input is needed from industries to make drawing meaningful to the students. This will motivate the students to be motivated and they will know what to expect in the world of work. New campus rules need to be revisited in order to motivate students to study. The admission requirements need to be changed so that students who have passed Grade 10/11 or 12 without having taken drawing are enrolled for an NC(OR) program which is a level before N1.
EWC should work hand in hand with the parents to assist in getting expensive instruments for the students. These instruments will have to be kept safe at each campus. This will reduce the delay that Drawing lecturers mentioned of students wasting a lot of time when taking out Drawing instruments from their bags. Drawing models, charts and other relevant resources need to be budgeted for and be kept in a safer place at each campus.
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A CAD program needs to be introduced on one campus which has adequate security and where can easily be reached. If needs arise, a sponsor could be looked for in case the college budget will be affected because buying computers will not be cheap. The existing scheme of work needs to be changed in order to introduce the easy sections of Drawing N2 at N1 level.
This will create enough time in N2 for
problematic sections in N2. Depending on the number of Drawing lecturers at each campus, each lecturer needs to progress with his Drawing students from the lower levels to the higher levels. This will help him know his students better and backlogs will easily be identified.
Drawing classes need to be kept small to avoid overcrowded classrooms. This will enable the lecturers to assist students individually and time management will be enhanced.
5.3 FURTHER RESEARCH STUDY TO BE DONE TO CONTINUOUSLY IMPROVE THE ACADEMIC PERFORMANCE OF DRAWING N2
As stated in Chapter 1 of this study that the main objective of this study was to identify the factors that result in poor performance of learners in Drawing N2 on Kempton campus and the other three EWC campuses, I believe that the objective of the study has been achieved. It is apparent from the findings of this study that there should be resources for Drawing N2 on each campus in order to create meaningful learning in the class. Students need to be motivated at all times by inviting relevant people from industries to share the importance of drawing in the industry.
Each campus should at least assist their students in getting instruments. These instruments need to be left in a safe place at the campus and should be monitored by Drawing lecturers. The syllabus of an NC(OR) level, that is a level before N1, should be enlarged with the same N1 contents to create time for problematic sections of the N2 syllabus in N1. Lastly, Drawing classrooms need to be organised in such a manner that they are inviting for learning activities to take place. The following research study is proposed:
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•
The conceptual understanding of learners in Drawing N2 subject within the classroom.
•
The teaching and learning methods used in the Drawing N2 classes.
•
The availability of necessary Drawing instruments at EWC campuses and their impact on the students' performance in Drawing N2.
5.4 CONCLUSION
It is apparent from this study that school rules and regulations may not only be too strict and rigid, but also punitive and unnecessary as said on page 28 section 2.10.2. Students are now allowed too much freedom. They are no longer sent home when they misbehave, but are allowed to remain in class. This in turn frustrates the lecturer. Students enrol for courses that they have no knowledge of and this affects the academic results. The researcher believes that learning occurs where there is discipline.
That is why the researcher believes that the aim of education is the knowledge, not only of facts, but also of values, and the object of education is to educate the young ones throughout their lives.
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ANNEXURES
85
86
APPENDIX A
EKURHULENI WEST COLLEGE QUESTIONNAIRE
Enquiries Mr S.D Khoza
22 JULY 2004
Dear Student
Research Project: Academic performance of Engineering Drawing N2 students in Ekurhuleni West College (EWC) in 2003.
Would you please assist the researcher in filling in the enclosed questionnaire regarding the above mentioned title: the academic performance in Engineering Drawing N2 in EWC Kempton Campus as of May 2003. Your assistance will be very much important, and not only to us in Kempton Campus, but also to every learner in other EWC campuses doing Engineering Drawing N2. I will appreciate it if I can receive them back not later than 2004, August the 7th.
Your support will be very much appreciated.
Kind regards S.D. Khoza (EWC), Kempton Campus, Engineering Department)
APPENDIX B
EKURHULENI WEST COLLEGE QUESTIONNAIRE
Enquiries Mr S.D. Khoza
22 JULY 2004
Dear colleague
Research project: Academic performance of Engineering Drawing N2 students in Ekurhuleni West College (EWC) in 2003.
Kindly complete the enclosed questionnaire in connection with the academic performance in Engineering Drawing N2 in EWC Kempton campus as of May 2003. Your assistance in this regard will not only benefit the learners of Kempton campus, but of other EWC campuses offering Engineering Drawing N2. I will appreciate it if I can receive them back not later that 2004, August the 7th.
Hoping and trusting that your assistance will be of great importance to the College.
Yours faithfully S.D Khoza (Engineering Department, EWC, Kempton Campus)
APPENDIX C
EKURHULENI WEST COLLEGE
(INTERVIEW QUESTIONS DIRECTED TO DRAWING LECTURERS)
ENQUIRIES Mr S.D. Khoza
22 July 2004
Dear colleague
In an attempt to investigate the factors resulting in poor performance in Drawing N2 students at EWC Kempton campus as of May 2003, you are cordially invited to a research interview based on the project. Having received back some of the questionnaires from your campus, and observed your Drawing lessons, the researcher invites you to provide additional relevant information to this study.
The interview should take a minimum of 8 minutes and a maximum of 15 minutes and will be scheduled at a time and place that is convenient to you. Your decision to participate is completely voluntary and comments made during interviews will in no way affect your grade in this course.
Please note: All records of the content of your interview will be held strictly confidential. Even though the researcher asks the permission to tape-record the session, individuals will no be identified by names.
For further information on the research can be obtained from the researcher at 083 354 1942 or at EWC Kempton campus, Engineering department.
………………………………….
…………………
Participant’s signature
Researcher’s signature
………………………………….
………………….
Date
Date
INTERVIEW QUESTIONS DIRECTED TO DRAWING LECTURERS
3.1 Having observed your Drawing N2 lesson earlier on, are you satisfied with the time that you offer drawing? 3.2 When you were busy introducing a topic/ lecturing/ visiting each student, did they show any background based on the topic? 3.3 While you are busy attending each student on his or her desks, do you have enough time to do so? 3.4 If you were to decide on the lengths of Drawing N2 periods, how long would you make it, and why? 3.5 Since you are not the only lecturer offering drawing at your campus, do you normally sit with your colleagues or seniors to discuss your academic achievements or your downfalls? 3.6 If you do, how well does it help you as a professional and as a campus? 3.7 In your opinion as a lecturer, what is it that can be done to the existing Drawing N2 syllabus? 3.8 What is it, if any, can be done to improve other EWC campuses that are in townships? 3.9 Drawing as a subject, does it make any sense to students, and why do you say so? 3.10 Do you think that the merging process affects/ affected the academic performance in Drawing N2? 3.11 How is Drawing N2 enrolment figures as compared to years before May 2003? 3.12 Do you and your colleagues enjoy offering Drawing N2, and why do you say so?
EKURHULENI WEST COLLEGE QUESTIONNAIRE
To be completed by a Drawing lecturer
2.1
2.1.1 Name of the campus
: ………………………..
2.1.2 Level that you offer
: ………………………..
2.1.3 Gender
: ………………………..
2.1.4 Years of teaching Drawing N2 : ………………………..
2.2 Read the statement below, and respond by ticking the number of the response you feel is appropriate to the statement.
1- Totally agree 2- Agree to a certain extent 3- Disagree to a certain extent 4- Totally disagree
STATEMENT
RESPONSE 1
2
3
4
2.2.1 Drawing workshops are held very often in our campus. 2.2.2 Students taking Drawing N2 in our campus have a good background from their previous levels. 2.2.3 I am qualified and knowledgeable in Drawing N2. 2.2.4 We do have the relevant syllabuses, work-schemes and textbooks for Drawing N2 in our campus. 2.2.5 Drawing models, charts and equipment help in making students understand the subject.
Comments:
……………………………………………………………………………………………
…………………………………………………………………………………………… ……………………………………………………………………………………………
Thank you
……………………………
Researcher (Mr Khoza S.D)
…………………………..
Subject lecturer
To be completed by students doing Drawing N2 or N3
1.1
1.1.1
Name of the campus : ……………………………………….
1.1.2
Level (N2/ N3)
: ……………………………………….
1.1.3
Gender
: ……………………………………….
1.1.4
Age
: ………………………………………
1.2
Read the statement below, and respond by ticking the number of the response you feel is appropriate to the statement.
1- Totally agree 2- Agree to a certain extent 3- Disagree to a certain extent 4- Totally disagree
Drawing as a technical subject
STATEMENT
RESPONSE 1
1.2.1
Drawing is important for a student in a mechanical field.
1.2.2
The environment in which we attend drawing is conducive/ suitable for learning.
1.2.3
We have enough time to cover the syllabus of Drawing N2 in a trimester.
1.2.4
The syllabus of Drawing N2 is relevant to my trade subject eg; Motor, Fitting, Electrical etc.
2
3
4
1.2.5
Doing Drawing N2 having all the required instruments plays a major role in completing all the tasks given to me.
1.2.6
I do/ did Drawing N2 because I did not have any other subject to do.
1.2.7
My parents do have a say in my subject and career choice.
1.2.8
Our campus has all the necessary resources or equipment for Drawing N2.
1.2.9. Getting all the necessary Drawing N2 equipment is affordable.
Comments: ………………………………………………………………………………………… …………………………………………………………………………………………. ………………………………………………………………………………………….
1.3
1.3.1
General questions directed to students about drawing content knowledge.
One needs a drawing background of secondary level or N1 in order to understand Drawing N2.
Y/ N
1.3.2
Our Drawing N2 lecturers are knowledgeable in drawing.
Y/ N
1.3.3
Since drawing is a practical subject, do you think that the examples and exercises found in your prescribed textbook, are practical?
1.4
1.4.1
Y/ N
Open questions to students.
What makes students fail or quit Drawing N2?
………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………
1.4.2
If you were a Drawing N2 lecturer, what would you do to ensure that students pass drawing N2 in large numbers?
………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… 1.4.3
Is Drawing N2 relevant to your everyday life in your society? If yes, explain how.
………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………
Thank you ……………………………..
Researcher (Mr Khoza S.D)
…………………………..
Your lecturer
