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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

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DEDICATION

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

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

inspiration.

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ACKNOWLEDGEMENT

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

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

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

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

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

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

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

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

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

realise that I have potential. I thank you Lord.

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ACADEMIC PERFORMANCE OF
ENGINEERING DRAWING N2 STUDENTS OF
EKURHULENI WEST COLLEGE (EWC) IN 2003

SAMUEL DUMAZI KHOZA

TSHWANE UNIVERSITY OF TECHNOLOGY

ABSTRACT

The poor performance of learners in Drawing N2 at Ekurhuleni West College (EWC) has
become a concern and should be addressed. EWC is a merger of four former Technical
Colleges, namely Germiston, Kathorus, Kempton and Tembisa campuses. All students who
enrol for Mechanical Engineering must register for Engineering Drawing as one of their
major subjects, as it is the main foundation for future mechanical engineers.

The Mechanical Engineering department at Kempton campus is the only department with a
low student number. The number of learners per trimester at Kempton campus who take
Drawing N2 used to be between 50 and 60. Some of the learners have been reluctant to take
Drawing N2 since May 2003. The number of N2 Drawing students has dropped to between
40 and 50 students per trimester (as from the second trimester of 2003).

The study is aimed at identifying factors resulting in poor academic performance in Drawing
N2. The major findings of the study include, lack of awareness of the importance of Drawing
in the Mechanical Engineering field, inadequate motivation concerning drawing, lack of
necessary instruments and bad teaching and learning materials (textbooks). The study also
proposes guidelines of how this problem can be addressed.

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TABLE OF CONTENTS

CONTENTS PAGE NO.

DECLARATION i

DEDICATION ii

ACKNOWLEDGEMENT iii

ABSTRACT iv

TABLE OF CONTENTS v

LIST OF FIGURES ix

LIST OF TABLES x

CHAPTER 1

ORIENTATION, STATEMENT OF THE 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

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1.7.4 Literature study 9

1.7.5 Examination results 9

1.8 DATA ANALYSIS 9

1.9 LIMITATIONS AND DELIMITATION OF THE STUDY 9

1.10 DEFINITION OF TERMS 10

1.11 SIGNIFICANCE OF THE STUDY 12

1.12 EXPOSITION OF THE STUDY 12

1.13 CONCLUSION 13

CHAPTER 2

FACTORS DETERMINING ACADEMIC 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

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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

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Figure 3.20: Drawing workshops 64

Figure 3.21: Students' drawing background 64

Figure 3.22: Qualification and knowledge of Drawing lecturers 65

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

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CHAPTER ONE

ORIENTATION, STATEMENT OF THE PROBLEM AND THE METHOD


OF INVESTIGATION

1.1 INTRODUCTION

Ekurhuleni West College (EWC) is the name of the cluster after four colleges from
the East Rand were merged to form one Further Education and Training (FET)
college. It consists of the following campuses that were previously known as
Technical Colleges: Kempton, Germiston, Tembisa and Kathorus. All students who
enrol for Mechanical Engineering must register for Engineering Drawing as one of
their major subjects as it is the main foundation for future mechanical engineers.
After the merging process, new admission criteria became effective during the
second trimester (May 2003) at EWC. All EWC campuses followed the same
criteria when enrolling students.

The criterion for admitting students to a mechanical field is that if a student has
passed Grade 10 and higher, he may enrol at any EWC campus. If that student has
done technical mechanical subjects in Grade 10 (including drawing), then that
learner can be enrolled on the N2 level. If a learner has done Mathematics and
Science (excluding technical trade subjects), then that learner will have to be enrolled
on the N1 level in order to acquire the background knowledge in technical subjects.

The significant difference between the original EWC campuses is that the Tembisa
and Kathorus campuses are the only ones that are based in the Tembisa and
Katlehong townships. The other two, Kempton and Germiston, are located in the
city. Just like any other subject in an engineering field within a Further Education
and Training institution, Engineering Drawing N2 is a ten-week course. It is
one of the subjects recommended when applying for in-service training in a
mechanical field.

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Drawing N2 provides learners with the opportunity to communicate ideas
graphically, carry out practical projects and tasks using the technological process
skills of investigating, designing, making, evaluating and communicating
(Department of Education, 2002:10). During the January 2004 registration period at
Kempton campus, some of the students in the mechanical field quit Drawing N2.
Some students wanted to continue with mechanical subjects, but were not keen on
registering for Drawing N2.

The following are some of the reasons students gave for discontinuing or not
registering for Drawing N2:

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


• Difficulty in understanding Drawing N2 for the first time (after being told by
their friends).
• Drawing as an unpopular or unknown subject in society.
• The high costs of Drawing instruments.

Most of the learners on the N2 level are in their late adolescence and early adulthood
years. This creates a big problem for control in the classroom. The reason being that
at this particular stage a learner finds himself in a situation whereby his obligations
towards learning are replaced by obligations towards the society (Fraser, Loubser &
Van Rooy, 1993:16). At this stage at which the learner is engaged in a society, is
more important than compared to what is expected of him in the classroom.

The learner might be more interested in sports and socialising than in studying. If
what he does at school differs completely to what he does in society, the school
becomes a difficult place for him. This creates a big challenge for a teacher who
plans the curriculum, because he should be aware that the teaching profession serves
the community and thus must account to the society for its actions (Vermeulen,
1997:17). If the student can have an idea of the impact that drawing has in an
industry, then his obligations towards learning will improve and his time for
socialisation will be managed.

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Since the researcher has already mentioned that two of the EWC campuses are in
townships, there might be a difference in the kind of society that each campus serves.
For example, most of our learners on the Kempton campus are from as far as
Limpopo, Kwazulu-Natal, and the Free State, while there are only a few students
from surrounding areas like Kempton Park and Tembisa. It is very important for a
lecturer to look into the learner's background in drawing before planning and
preparing a lesson (Gunter, Estes & Schwab, 1999:14).

One immediate problem that teachers face is that everything within a subject cannot
be taught to everyone. The teacher must decide what is appropriate for a particular
group and for individuals within that particular group (Gunter et al, 1999:14). This
will be made easier once the teacher knows the learner’s background.

At Kempton campus it is not very often that students achieve distinctions in Drawing
N2. This does not mean that it is impossible, but when gifted learners attend with
slow learners, most of the attention is paid to the slow learners. This in turn disables
the stronger learners' performance (Gunter et al, 1999:8). Since everything in 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:

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

PERCENTAGES ENGINEERING DRAWING N2

80
60
COLLEGE
40
NATIONAL
20
0
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?

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• 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).

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After these data have been quantified, the results from the sample are generalised to
the population of interest. A quantitative-descriptive (survey) design was therefore
used which involved the use of questionnaires for data collection (De Vos, 2001:78).

1.6 POPULATION AND SAMPLING

1.6.1 Population

Bless and Higson-Smith (2000:155), define population as the complete set of events,
people or things to which the research findings are to be applied. The population of
EWC, comprises of 119 students and lecturers that are involved in Drawing N2/ N3
(110 Drawing students and 9 Drawing lecturers from all the EWC campuses). Out of
the 110 Drawing students, 12 of them are N3 Drawing students, that is, three students
per campus. The 12 N3 students are those who have passed Drawing N2 the
previous term.

• Tembisa campus = 29 Drawing students.


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

1.6.2 Sampling

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


population (De Vos, 1998:190). However, according to Bulmer and Warwick
(2000:190), sampling is the selection of individuals who are to be those studied in a
particular investigation. Probability sampling was used to select 40 Drawing
students (36% of the students' population), that is, seven N2 students from each
campus and three N3 students from each campus, to participate in the research.
Systematic random sampling was used on each campus in order to give every
member of the population an equal chance of being selected as part of the sample.
Two Drawing N2 lecturers from each campus were also part of the sample.

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

N= 40 Total %

N2 students 7 per campus (28) 70


N3 students 3 per campus (12) 30

The above table illustrates that seven Drawing N2 students per campus were selected
plus the three Drawing N3 students (who have passed Drawing N2) were also
selected from each campus.

1.7 DATA COLLECTION TECHNIQUES

1.7.1 Questionnaires

Questionnaires using the Linkert scale were distributed to gather information from all
four campuses. According to Bless and Higson-Smith (2000:105), a questionnaire is
defined as an instrument of data collection consisting of a standardised series of
questions relating to the research topic to be answered in writing by participants.
The format of the questions were as follows:

• Yes/ No type of questions.


• A Linkert-scale ranging questions.
1- Totally agree.
2- Agree to a certain extent.
3- Disagree to a certain extent.
4- Totally disagree.
• Open questions.

1.7.2 Interviews.

Interviews were only conducted with Drawing lecturers from each campus.

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1.7.3 Observation

Classroom observations were conducted using the Kempton campus' classroom


observation schedule. This schedule was designed by the Kempton campus
Management and it is currently used during classroom observation. The primary
advantage of conducting observations is flexibility, though the very presence of an
outsider in structured observations may alter what people would normally say and do
(Leedy & Ormrod, 2001:158).

1.7.4 Literature study

The literary works of various authors who wrote about aspects determining academic
performance in the teaching and learning situation were reviewed.

1.7.5 Examination results

The examination results of all Drawing N2 students, from May 2003 were used 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:

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• The study did not involve students who have never enrolled for Drawing N2 as a
subject.
• The study involved 40 of the 110 students at EWC who were doing Drawing N2
during the second trimester of 2004, and three N3 students from each campus,
who had done Drawing N2 before, together with two of the nine lecturers from
EWC.
• The study was not used to predict the end of the trimester results on each campus.

1.10 DEFINITION OF TERMS

a. Drawing

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


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

b. Draughtsmen

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


2003:2).

c. N2

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


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

d. Ekurhuleni West College (EWC)

Ekurhuleni is a new name given to the former East Rand Township by the
government in one of the transformational programmes, whereas Ekurhuleni West
College is the name of the cluster that was created through the merger of four former
East Rand Technical Colleges.

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e. Campus

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

f. Trimester

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


Education and Training College (FETC).

g. Curriculum

It is everything planned by educators that will help develop the learner (Vermeulen,
1997:7).

h. Didactics

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

i. Outcomes Based Education

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

j. Curriculum 2005

It is a programme that aims at shifting the standard of education in our schools, from
content-based, to that based on outcomes (DoE, 1997:1).

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k. CAD

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


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

1.11 SIGNIFICANCE OF THE STUDY

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


deregistered and the current students are performing poorly. The researcher
investigated factors resulting in poor academic performance of Drawing N2 students.
A solution to this problem may lead to higher enrolment figures and better academic
performance.

1.12 EXPOSITION OF THE STUDY

The study is arranged as follows:

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

• The introduction and the background of four EWC campuses.


• Drawing N2 as an Engineering subject.
• The problems that are experienced at Kempton campus.
• The population of the students doing Drawing N2.
• Research methodology.

Chapter 2: Factors determining academic performance in a teaching and


learning situation

• Literature on factors determining academic performance in a teaching and


learning situation were reviewed.
• These factors included, amongst others, the following:
- Classroom motivation.

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- Classroom discipline and control.
- Curriculum design and development.
- Staff development.
- Engineering graphics and design.
- Classroom management.

Chapter 3: Empirical investigation, research design and results

• In this chapter the historical background of Kempton campus before and after the
merging process was discussed.
• All the methodology used in the study was discussed in detail.

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


results

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


• Lecturers’ personal experiences and opinions concerning the academic
performance of Drawing N2 students were identified by means of interviews.
• All the interview results and the questionnaire data were analysed.

Chapter 5: Conclusion and recommendations

• This chapter includes all the conclusions and recommendations of the study.
• Possible solutions that are of great importance to all EWC campuses were
discussed.

1.13 CONCLUSION

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


institution who would like to apply for employment in an industry. This chapter
discussed the introduction and the background of the four EWC campuses together
with the student population of the four campuses registered for Drawing N2. The
problem that is experienced in Drawing N2 at Kempton campus is also discussed.

13
The next chapter discusses the factors determining the academic performance in a
teaching and learning situation.

14
CHAPTER TWO

FACTORS DETERMINING ACADEMIC PERFORMANCE IN 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.

18
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).

20
2.4.3 Nature and characteristics of the learning content

Apart from the level of development of the learner and the characteristics of the
teacher, the nature and the characteristics of the learning content of the subject taught
dictate the didactic activities and must be taken into account during situation analysis
as a component of the curriculum (Fraser et al, 1993:97).

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


them are from rural areas where drawing is not yet introduced. This makes a specific
demand on the teacher who plans and prepares the curriculum. Therefore, the nature
and the characteristics of the content must be tailor-made down to the learner’s needs
without changing aims and objectives of the content. Since Drawing N2 is a
practical subject, there should be resources available to create meaningful learning.

2.5 LANGUAGE

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


DoE, 2000:115). Kempton campus used to have white students only, and 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).

21
2.6.1 Importance of staff development

The following aspects are important for staff development:


• Staff members need to be equipped so that they meet the demands of
technological and organisational change.
• It helps in international competition and pressure for continuous improvement.
• It brings about changes in the expectations of the work force.
• It brings about constant organisational change.

What was realised after attending a Drawing seminar in June 2003 at a Centurion
FET College is that a lot of things change in industry that are not always mirrored in
our prescribed textbooks. Staff development in the form of seminars and workshops
helps a lot to keep lecturers up-to-date with the latest development in their fields of
expertise.

2.6.2 Benefits of staff development

Staff development can help the organisation with improvements in the following key
areas (Sheal, 1999:24):
• Staff training and development can lead to greater student satisfaction in the
classroom.
• Staff training and development strengthen the organisation’s internal capability
and agility in responding to changing customer and client requirements.
• The prospect of job training and development tends to attract good quality 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:

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• 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.

23
Lecturers need to be developed whenever they see a need and not when management
feels like it, because lecturers are the ones who know exactly what happens in the
classroom.

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


contributes towards such an environment where learning is effective. This will assist
individuals and institutions to relate more effectively to social needs and aspirations.
The communication and personal relationships and encouragement of staff to
contribute to the maintenance of the academic community will be improved. When
staff members are developed, optimum utilisation of human resources is promoted.
Therefore, if all staff members undergo staff development programmes, is it worth
their while? This is what the study attempts to find an answer in the next chapter.

2.7 TEACHING AND LEARNING ASPECTS

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


can also be the main cause of poor academic performance. He says the way the
teacher teaches has implications for classroom control. Students’ behaviour can 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 extra-
mural activities.

Mission and aims

The mission and the general aim of an educational institution echo the institution’s
perception of its mandate from the community. These aims determine a particular
institution’s academic policy (Fraser et al, 1993:99). All these aspects are co-
determiners of the implementation potential of the curriculum and must be given
thorough consideration.

At Kempton campus, we already have a scheme that provides clothes to the needy
students, and the hunch of the researcher is that most Drawing students do not buy
Drawing instruments on time. Some do not even buy them at all. If the reason why
students do not buy instruments is because of financial problems, a similar scheme to
assist these students could maybe be implemented.

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


didactic environment functions, may, for example, influence both cognitive
capabilities of the learner and the logistical potential of the particular didactic
environment (Fraser et al, 1993:99). When a learner is prepared to study, even if
they are from a financially disadvantaged family, that learner needs to be helped.

27
2.10.1 The home as a didactic environment

The family home is the primary or original teaching environment, since it is where a
learner’s education begins. This teaching environment consists primarily of the
parents, the children in the family and the other persons. At home, the learning
content consists of the basic knowledge, activities, skills and habits relevant at home
and in the community (Fraser et al, 1993:12). Teaching at this stage is educative
because norms, values and attitudes form part of the learning content.

A learner who does not receive love and good care from his parents is likely to have
no respect for them and may as well extend this perception of adults to other figures
of authority in his life, including his teachers and the school (Mwamwenda,
1995:312). If his parents or guardians show no interest in his studies, he feels he has
nothing to lose, especially when he is an adolescent. These could be some of the
experiences of learners in N2 level, because most of them are adolescents.

Therefore, when learners arrive in a FET institution, we assume that they have
already acquired norms, values and attitudes at home. What the researcher means 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 re-
curriculation of the FET curriculum (Brink et al, 2003:1). It has already been stated
that Drawing is a graphic language that is used in industries by draughtsmen to
communicate. N2 level is a level in a FET College that is equivalent to Grade 11.

2.13 PURPOSE OF ENGINEERING GRAPHICS AND DESIGN

Engineering Graphics and Design will contribute towards the learners’ technological
literacy by giving them opportunities to do the following (DoE, 2002:9):

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


Engineering Graphics and Design.
• Understand the concepts and knowledge used in Engineering Graphics and
Design, and use them responsibly and purposefully.
• Appreciate the interaction between people’s values and attitudes, technology,
society and the environment.

The researcher has already outlined that at Kempton campus subjects like Electrical,
Motor, Fitting and Machining, Aircraft and Diesel trade theories are the trade
subjects that students should take if they want to work in a mechanical field.
Drawing helps them with perception and visualisation of objects in a working world.

31
When learners who have passed N2 apply for an apprenticeship or experiential
learning, the following are the technical skills that they are going to be engaged in,
and all of these skills require Drawing N2:

• Design Draughting.
• Electrical Draughting.
• Built Environment.
• Structural Steel Detailing.
• Mechanical Draughting, etc.

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


mechanical field as discussed in DoE, (2002:9-15), a lecturer needs to include
learning objectives that will help the learners achieve their goals.

2.14 DESCRIBING EDUCATIONAL GOALS

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

2.14.1 Setting the goals

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

• The needs of the learner.


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

2.14.1.1 The needs of the learner

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


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

32
does not result in learning, then it fails. The following are the needs of a learner as
outlined by Gunter et al (1999:3):

• Meaningful engagement in the process of learning.


• Direct contact with what is to be learned.
• Creative evaluation that tests what is taught.
• Opportunity to explain the learner’s understandings.

As soon as the learning content becomes meaningful to the learner, the learner will
then show interest in learning. When the learner is free to talk about his
understanding of the learning content, learning becomes easy and interesting. It is
also important for the teacher to understand the background of the learner. Before
establishing the goals of a course or a unit of study, it is essential to know the
particular group of students that will be taught. Gunter et al (1999:4), define the
following as important to the teacher, regarding the learners’ background:

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


• Good planning can be done because the teacher will have a clear pre-knowledge
of the learners.
• A clear connection of what the learner knows and what needs to be taught to the
learner is made.

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

• Will the instruction fulfil any personal, social or occupational goals the students
may have?
• Is the learning process appropriate to the students’ present skill development and
preferred learning styles?
• How much do the students already know about the topic?

33
In the meantime Caine and Caine (1994:88- 89) say that some of the learners are pre-
determined by the nature of the organ of learning, the human brain. They describe
the following principles about the brain function:

The brain is the parallel processor

• The brain is always performing many tasks at once.


• Therefore, good teaching orchestrates the learner’s experience of what he sees,
hears and feels simultaneously (Caine & Caine, 1994:88).

Learning engages the entire physiology

• When something affects the well-being of the learner, from lighting and
temperature to the feelings of safety and cheer, it affects the learner (Caine &
Caine, 1994:89). This is why teachers must take “creature comfort” into account
when planning and preparing lessons.

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

• The ingredients of meaning are prior knowledge and new information, which
combine to create new and meaningful understandings for the learner.
• Teaching is not to transmit knowledge directly to the learner, but to engage with
the learner in an active, collaborative construction of meaning, much like that
which occurs in everyday conversation (Caine & Caine, 1994:89).

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

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


perceive a pattern upon it.
• When the learner connects what he already knows to what is being taught, then
learning becomes meaningful (Caine & Caine, 1994:89).

34
Emotions are crucial to patterning

• Teachers must take students’ attitudes and dispositions into account when
planning the instruction because learners think most deeply about and learn more
easily those things they care about.

The brain processes parts and wholes simultaneously

• Since the human brain is inclined to grasp parts and wholes simultaneously, the
teacher must help learners keep perspective.
• Teachers must teach the big picture and the parts that make it up at the same
time.

Learning involves both focussed attention and peripheral perception

• The teacher must pay almost as much attention to what students will experience
indirectly as to what they experience directly.
• The design of the classroom, that pervades the atmosphere of learning either
contributes to learning or impedes it (Caine & Caine, 1994:90).

Learning always involves conscious and unconscious processes

• Since much of what the brain does is completely unconscious and unknown to
us, time, reflection and contemplation should be built into constructional plans
because understanding takes time (Caine & Caine, 1994:91).

2.14.1.2 Societal needs

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

• Develop competence in the basics of learning.

35
• Learn to cherish the foundations of a free society.
• Develop ethical standards of behaviour.
• Develop skills necessary to obtain productive employment or to continue higher
education.
• Gain respect for his or her body and value good health habits.
• Come to value beauty and to learn to participate in some form of aesthetic
expression.

2.14.1.3 Subject matter

• Teachers should always prepare and decide what is it that need to be taught to
the learner, but must be given a starting point (Gunter et al, 1999:10).

A starting point in this instance can be the syllabus and/or the scheme of work. Since
the researcher has outlined a few points about issues that bring about academic
performance in a teaching and learning environment, all of the above points work
hand in hand. Furthermore, (Shoemaker, 1998: 102- 103) talks about the following
as motivational factors.

a. Brainstorming motivational strategies

• Give a certificate of recommendation.


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

Learners on Kempton campus receive certificates for full attendance at the end of
each trimester. They never receive certificates of recommendations, except when we
give them progress reports three weeks before the exams commence. This is not
enough to lift their spirits.

Shoemaker, (1998:102-103), adds that the worth of work that a teacher can expect
from his learners arise from the following points:

36
• Invite guest speakers.
• Show the statistics.

The only time a guest speaker was invited to Kempton campus was when a lady from
the Department of Health was invited to inform all members, including learners,
about the Aids epidemic. She even showed the growing numbers of people who are
getting infected daily. This was of a great concern to our learners. If we could
organise Drawing experts to visit our campus, it might help a lot because learners
will receive information from the professionals.

Since the OBE curriculum aims at shifting the standard of education in our country
from one that is content-based to the one that is outcomes-based (DoE, 1997:1), the
whole teaching and learning activity should be learner centred.

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


learner centred will help solve the following problems:

• High dropouts will be minimised.


• Low pass rate will be avoided.
• Low attendance will be addressed.
• There will be high graduation rates.
• Students will no longer complain that school is boring.

If a learner has a role that must be carried out on a daily basis, then that learner will
start to see learning as meaningful. The system that we use on Kempton campus, 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.

39
CHAPTER THREE

EMPIRICAL INVESTIGATION, RESEARCH DESIGN AND RESULTS

3.1 INTRODUCTION

This chapter introduces and explains the research methodology applied in this study.
The relevant background of Kempton campus is discussed purely with reference to
the academic performance of Drawing N2 to suit the research methodology and the
approach selected. It also gives a detailed explanation of how the population and
sample was chosen and how representative the sample was.

3.2 HISTORICAL BACKGROUND OF KEMPTON CAMPUS

3.2.1 Admission criteria before the merging process

Kempton campus was founded 29 years ago in Kempton Park, it was known 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.

40
3.2.2 Admission criteria after the merging process

The admission criteria at Kempton campus were altered with effect from the
beginning of 2003. This happened after the merging process with the adoption of the
new name, EWC. Since Kempton campus is now a multi-racial and a multi-cultural
campus with mostly black students, the admission criteria were altered in order to
accommodate everybody. The reason is that since the teaching profession serves the
society, then it must account to the society for its actions as said on page 2 in section
1.1.

If any student has passed Grade 10 and higher, he may enrol at any EWC campus. If
that student has done technical mechanical subjects in Grade 10 (including drawing),
then that learner can enrol on the N2 level. If a learner has done Mathematics and
Science, excluding technical trade subjects, then that learner will have to enrol on the
N1 level.

As discussed in section 1.1 on page 3 of this study, most of our students come 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

41
not only be strict and rigid, but also punitive and unnecessary (as stated on page 28
section 2.10.2). Yet, it seems that the rules at Kempton campus led to favourable
results.

Students who were absent for 10 consecutive days or more having less than 40% for
a term mark, were not allowed to sit for the examinations. This forced students to
attend and work hard. Immediately when there is such a positive reinforcement in
learning, the institution’s vision becomes alive and deeply embraced (as said on page
18 section 2.2). At that time, academic performance in Drawing N2 was not a
problem.

3.3.2 Campus management after the merging process

There is currently only one principal for EWC and each campus has a campus
manager. The rules and regulations are the same at all the campuses. If a student
enrols for a course, he/ she will write the national examinations unless the student is
absent for 10 days in succession. It means that if that student has attended one day
every week of the trimester, that student still qualifies to sit for the exams if the 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.

42
This chapter is devoted to the empirical investigation, research design and results.
The study uses both the qualitative and the quantitative research design methods.
Qualitative research is seen as a multi-perspective approach to social interaction
aimed at describing, making sense of, interpreting or reconstructing this interaction
in terms of the meanings that the subjects attach to it (as said on page 6 section
1.5.1). Quantitative research, on the other hand, is a research methodology that seeks
to quantify the data and typically, applies some form of statistical analysis as
outlined on page 6 section 1.5.1. Three days were spent at each campus during the
research process, observing lessons, conducting interviews and distributing
questionnaires.

Bar, table and pie charts were used to analyse the descriptive data. The second part
concentrates on data collection, sampling techniques, sample size and the
instruments used in this study.
.
3.5 POPULATION AND SAMPLE

3.5.1 Population

The population is all the students doing Drawing N2 (110 students) at each campus
during the second trimester of 2004, as well as nine Drawing lecturers. The total
number of the population is 119 and consisted of students and Drawing lecturers.

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

N= 119 N2 classes Number of Number of Drawing


formed students lecturers
Tembisa 1 29 2

Kathorus 1 25 2

Germiston 2 31 3
Kempton 1 25 2

43
3.5.2 Sample

Random sampling was used to select forty (40) Drawing N2 students, ten (10) from
each campus, to participate in the research. That is, seven N2 students from each
campus, plus three N3 from each campus. All nine Drawing lecturers were also part
of the sample.

The researcher made use of systematic random sampling in order to give every
member of the population an equal chance of being selected as part of the sample.
The sample consisted of both black and white males and females taking Drawing N2.

Therefore, three of the ten Drawing students who took part in the sample were N3
Drawing students who had attended Drawing N2 the previous term. The ages were
between 16 and 26. The teaching experience of the Drawing lecturers offering
Drawing N2 was also a criterion.

3.6 DATA COLLECTION TECHNIQUES

3.6.1 Questionnaires

Questionnaires were one of the instruments used to obtain information for the
research. A total of forty-nine (49) questionnaires were handed out to both the
Drawing students and the Drawing lecturers at all the campuses. Forty (40) of 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.

45
3.7 DATA PRESENTATION AND ANALYSIS

3.7.1 Descriptive statistics on response rates

Descriptive statistics are used to summarise the data and to make it easier for the
reader to understand. It also shows how the sample represented the population. The
research sample, which was comprised of the students and lecturers, included more
of males than females. All Drawing lecturers were males as they dominate in the
Drawing department.

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


participants completed and returned the questionnaires. All twelve N3 students’
questionnaires were returned. This constituted a 93% response rate from the
students. The researcher personally collected the questionnaires from all
participants.

Survey response of Drawing students

Total population : 110 Drawing N2 students.


Total sample : 40 Drawing students (36% of the population).
Response rate : 37 students, (92,5%).
Non-response rate : 3 students, (7,5%).

46
FIGURE 3.1: Drawing students' response rate

NUMBER OF
DRAWING
3 STUDENTS
RESPONSE
40 RATE
37
NON-
RESPONSE
RATE

Survey response of Drawing lecturers

Total population : 9 Drawing lecturers.


Total sample : 9 Drawing lecturers (100% of the population).
Response rate : 8 Drawing lecturers (89%).
Non-response rate : 1 Drawing lecturer (11%).

FIGURE 3.2: Drawing lecturers' response rate

NUMBER OF
DRAWING
1 LECTURERS
RESPONSE
RATE
8 9

NON-
RESPONSE
RATE

3.8 ANALYSING QUESTIONNAIRE RESPONSE OF DRAWING


STUDENTS

3.8.1 Analysing questionnaire response of Drawing N2 students

47
Questions directed to Drawing N2/ N3 students are recorded in APPENDIX A.

FIGURE 3.3: Importance of drawing in a mechanical field.

Learners were requested to indicate the extent to which they agree with the
importance of drawing in a mechanical field. The responses are shown in Figure 3.3
below

TOTALLY AGREE
36%

AGREE TO A
64% 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:

48
TOTALLY AGREE

12%
23% AGREE TO A
CERATIN
65% 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%
AGREE TO A
CERTAIN
30% 59% 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

12% 0% AGREE TO A
CERTAIN
28% EXTENT
60%
DISAGREE TO
A CERTAIN
EXTENT
TOTALLY
DISAGREE

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%
AGREE TO A
CERTAIN
EXTENT
72%
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 2 8
extent
Totally disagree 0 0

The response shows that 76% of the students enrol for drawing simply because they
had no other choice. This might result in students not putting more effort into
drawing, because they do not see any use in taking drawing.

TABLE 3.3: An illustration of the views of students on whether their parents have
any say in choosing subjects and careers.

Students were asked whether their parents have a say in their subject choice. Table
3.3 shows their responses:

51
N= 25 Raw score %
Totally agree 13 52
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:

52
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:

0%
28%
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.

53
FIGURE 3.9: The Drawing lecturer's knowledge of drawing.

Students were asked whether their Drawing lecturers are knowledgeable in drawing.
The figure below shows their responses:

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.

54
Open questions to N2 Drawing students

1.4.1 60% of the learners said that the lack of commitment and proper motivation
make students fail or quit Drawing N2. 40% said that students fail because
drawing is boring. This shows that students are not adequately motivated in
class. Lecturers need to find ways to get students actively involved in the
learning process in order to stimulate interest in Drawing N2 as said on page
15 section 2.2 of this study.

1.4.2 72% of the students said that they would invite relevant people from industry
to come and share the information on the importance of Drawing N2 if they
were lecturers. 20% of the learners said that they would introduce in
Drawing models so that students could see how competent they could be in
drawing. 8% of the learners said that they would increase the duration of the
Drawing lessons.

Section 2.8.1 on page 25 of this study outlines clearly that planning 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

AGREE TO A
17% 0% CERTAIN
EXTENT
17% DISAGREE TO
66% 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

AGREE TO A
8% 0% CERTAIN
17% EXTENT
DISAGREE TO
A CERTAIN
75%
EXTENT

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

AGREE TO A
CERTAIN
25% 0%
EXTENT

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

AGREE TO A
0% 25% CERTAIN
41% EXTENT
DISAGREE TO
17% A CERTAIN
17% 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

AGREE TO A
0% CERTAIN
8% 9% EXTENT
8%
DISAGREE TO
A CERTAIN
75%
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.

59
FIGURE 3.16: Campus resources and equipment for Drawing N2.

Students were asked whether their campuses have the necessary resources or
equipment for Drawing N2. Figure 3.16 shows their responses:

TOTALLY
AGREE

AGREE TO A
17% 0% CERTAIN
41% EXTENT
DISAGREE TO
A CERTAIN
42% EXTENT

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

AGREE TO A
0% 17% CERTAIN
25%
EXTENT
17% DISAGREE TO
A CERTAIN
41% EXTENT
TOTALLY
DISAGREE

60
The above results shows that 17% of students can afford buying all the Drawing
equipment and instruments needed. This leaves the rest of the students without
Drawing instruments, and this can result in theft of Drawing instruments.

General questions directed to N3 Drawing students about drawing content


knowledge.

FIGURE 3.18: The need for an N1 or secondary drawing background.

Students were asked whether the drawing background from N1 or the secondary
level is necessary in order to understand Drawing N2. Figure 3.18 shows their
responses:

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).

62
Therefore, the teacher is accountable to the society for his actions since the teaching
profession serves the society as said on page 2 section 1.1 of this study.

1.4.2. 91.67% of the N3 Drawing students said that if they were Drawing lecturers
they would organise Drawing models in order to make learning easy for the students.
8.33% of students said that assessment should be altered in order to accommodate
those who take drawing for the first time.

This shows that not enough Drawing models are available on the campuses. This
creates a problem because the school is established to supply systematic and
educative teaching and learning under the guidance of academically and
professionally trained teachers by means of norms and ideals and for the sake of
responsible adulthood in the community, (see page 2 section 1.1 of this study).
Therefore, when the classroom is not conducive to learning, students might not
perform in class.

1.4.3. 66.67% of students said that if relevant people from industry were invited to
share information on drawing with them, they would be able to see whether or 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:

63
AGREE TO A
CERTAIN
0% EXTENT

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

AGREE TO A
0% 25% CERTAIN
EXTENT
DISAGREE TO
A CERTAIN
75% 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

AGREE TO A
0% CERTAIN
EXTENT
DISAGREE TO
A CERTAIN
100% 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:

80
PERCENT

60 TOTALLY
40 AGREE

20
AGREE TO A
0 CERTAIN
1 2 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:

66
3.10.1 Lecturers' presentation of the learning content

The lesson presentation was satisfactory because every lesson linked the previous
activity with the present activity. Both Drawing lecturers taught on the learners'
level of understanding. The language used was clearly understood by all students.
Some African language explanation was used for the slow-learners and not in
delivering the content since the medium of instruction in the entire college is
English. This African language was a blessing to the students with language
problems, because it is said on page 21 section 2.5 of this study that an African
language is said to be a language of understanding.

The Germiston and Kathorus campuses are the only campuses offering CAD
(Computer Aided Draughting). This is a computer program that enables students to
draw using a computer. The advantage of this program is that students need to be
computer literate in order to draw. And as soon as they are computer literate, then
they can finish whatever is given to them very speedily.

The Germiston and Kathorus campuses are the only campuses that have enough
teaching media like charts, projectors, Drawing models and advanced transparencies
having various colours that explain contents with ease. The students' participation in
all four campuses was good, especially in doing the tasks given to them. Some were
trying in poor conditions, e.g. where half of the class had no instruments and no
display boards (where Drawing models are kept) were used.

3.10.2 Lecturers' preparation of lessons

Lecturers' presentation of lessons showed that they have prepared beforehand. Their
confidence and personalities shared the sentiments outlined on page 19 in section
2.4.1, that the teacher's personality and his professional competence are the co-
determiners of the meaningful course of the didactic activities. Their preparedness

67
showed that they were familiar with the content and the teaching materials as stated
on page 26 of this study, in section 2.9.

3.10.3 Subject and personal files

All lecturers' subject and personal files were up-to-date with all the necessary
information inside. Subject circulars, syllabus and scheme of work were all filed
accordingly. It came as a surprise when lecturers' files at Kempton and Tembisa
campuses contained no class visit reports, seeing that classroom visits are conducted
regularly.

General remarks

It was found that all Drawing lecturers in all the campuses have a sound
knowledgeable of drawing. Germiston and Kathorus are the only campuses applying
the OBE approach when delivering the content. All the classroom observations were
successful.

3.11 INTERVIEWS WITH DRAWING LECTURERS

This section provides a transcribed summary of the interview results with the
Drawing lecturers. Similar questions were asked to lecturers using a semi-structured
interview schedule.

Time available for lecturing Drawing N2 per trimester

The Germiston and Kathorus campuses are the only campuses that find the time for
teaching Drawing N2 sufficient, even for revision. This was said because they offer
CAD programmes and they have the necessary Drawing equipment. One lecturer
from Germiston said the following after he had been asked if he is satisfied with time
available for teaching N2 Drawing:

68
" 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."

69
On page 29 section 2.10.2 of this study, it is mentioned that at Kempton campus, we
enrol up to 37 learners in each class. If 60% of the learners in a drawing class are
doing Drawing N2 for the first time, then going from desk to desk to help students
will not be easy.

What would you make the ideal duration of the Drawing N2 syllabus?

The Germiston and Kathorus campuses are satisfied with the time available N2
Drawing because they said that if they can include revision, then it is adequate. At
the Kempton and Tembisa campuses, they suggest an increase in the hours for
teaching Drawing N2. A lecturer from Kempton campus said the following when
asked for his personal input on time needed for Drawing N2:

"I wish I could extend the time that we offer Drawing N2, but I think 2 hours would
be better from Monday to Thursday, Friday should be used for the students to do
revision and tasks."

This proves what was said on page 33 section 2.14.1.1 of this study that before the
teacher plans a lesson, he should ask himself questions like: is the learning process
appropriate to the students' present skill of development and preferred learning
styles? This adds to what was already said in section 1.1, on page 3 of this study,
that most students at Kempton campus come from rural areas where drawing is not
yet fully introduced. Therefore, sufficient time will be of great importance to these
learners.

When is the academic performance of students discussed?

The Drawing lecturers meet very often to discuss the students' academic
performance. Even though meetings are often held when the results are problematic,
these discussions are worth while. After being asked how important these
discussions are, one lecturer from Kathorus said the following:

70
" It helps us improving the way we approach a lesson."

This promotes effective teaching as said on page 19 section 2.4.1 of this study. In
this way the teacher develops good subject knowledge, good lesson planning and
improved teaching skills.

What can be changed in the existing N2 Drawing syllabus?

Most lecturers suggested that the syllabus be left like it is but that Drawing models
be added in order to bring about meaningful learning. One lecturer from Kathorus
campus said the following concerning the existing Drawing N2 syllabus:

" Change it to the manner that will prepare our kids a place in industries."

This can only be possible when relevant people from industries are invited to inform
students about the current developments in the industry that relates to drawing. Page
25 in section 2.8 of this study, says that support of a broad range of stakeholders 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."

71
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.”

72
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

73
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.

74
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

75
and Machining, Aircraft Maintenance. They are not aware that drawing is also
needed for future Mechanical Engineers.

Since most of these students are aged between 16 and 26, their parents still play a
role whenever they have to choose courses and subjects. Some of them are forced to
do drawing because their parents told them that drawing is essential. This becomes a
problem because that student learns something that he has never heard about.

This continues to be more of a problem when these students attend in classrooms


without any Drawing models. They attend class in a room that does not even have a
Drawing poster on the wall. Learning becomes meaningless and boring. In some
campuses lecturers explained views of objects in an abstract way. Lecturers taught
for ten minutes explaining something that had never been seen in class. This caused
students to be passive in class. Even though drawing models and charts in EWC
campuses were not available, lecturers were trying their best to get the Drawing
lessons going.

People from the industries need to be invited to boost the morale of lecturers 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.

76
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.

77
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.

78
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.

79
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:

80
• 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.

81
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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 2 3 4
1.2.1 Drawing is important for a student in a mechanical
field.

1.2.2 The environment in which we attend drawing is


conducive/ suitable for learning.

1.2.3 We have enough time to cover the syllabus of


Drawing N2 in a trimester.

1.2.4 The syllabus of Drawing N2 is relevant to my trade


subject eg; Motor, Fitting, Electrical etc.
1.2.5 Doing Drawing N2 having all the required
instruments plays a major role in completing all the
tasks given to me.
1.2.6 I do/ did Drawing N2 because I did not have any
other subject to do.
1.2.7 My parents do have a say in my subject and career
choice.

1.2.8 Our campus has all the necessary resources or


equipment for Drawing N2.
1.2.9. Getting all the necessary Drawing N2 equipment
is affordable.

Comments: …………………………………………………………………………………………
………………………………………………………………………………………….
………………………………………………………………………………………….

1.3 General questions directed to students about drawing content knowledge.

1.3.1 One needs a drawing background of secondary level or N1 in order to understand Drawing
N2. Y/ N

1.3.2 Our Drawing N2 lecturers are knowledgeable in drawing. Y/ N

1.3.3 Since drawing is a practical subject, do you think that the examples and exercises found in your
prescribed textbook, are practical? Y/ N

1.4 Open questions to students.

1.4.1 What makes students fail or quit Drawing N2?


…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
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

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