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Research Publications (Arts and Design)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/214

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Has files: YesSubject: search.filters.subject.Engineering graphics and design

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    Instructional practices by engineering graphics and design teachers : a focus on teaching and learning of isometric drawing
    (OpenEd Network, 2024) Mlambo, Philani Brian
    This qualitative study was conducted to investigate the instructional practices used by Engineering Graphics and Design (EGD) to teach Isometric Drawing (ID). This enquiry was necessitated by the growing concern from subject advisors and teachers about the poor performance of learners in isometric drawing. In an attempt to meet the objectives, this study adopted an interpretivist position to understand the instructional practices employed by teachers in teaching isometric drawing. This study used seven (7) EGD teachers who were conveniently selected, it is worth noting that the sample was influenced by the fact that EGD is a subject that is not common hence not many schools offer it. Data was collected through semi-structured interviews and was analyzed using a thematic analysis. Pedagogical Content Knowledge (PCK) was used as a framework that underpinned this study. Findings from this study indicated that all EGD teachers have the common understanding that ID involves converting 2d orthographic view into a 3d figure. The findings further revealed that teachers rely heavily on models, YouTube videos and AutoCAD to develop learners’ spatial ability which is a very important skill. The study recommended that there should be no teacher hired to teach EGD without being fully trained. The study further recommended that future research should be conducted on learners to get their insight on why they are performing poorly in ID.
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    Investigating factors contributing to poor performance in teaching and learning of N3 assembly drawing : a case of uMgungundlovu TVET college
    (Lembaga Penelitian dan Pemberdayaan Masyarakat - LITPAM, 2024-01-25) Mkhwanazi, Mthokozisi Sakhile; Mlambo, Philani Brian
    Poor performance in Assembly Drawing (AD) has been a significant issue in Engineering Graphics and Design (EGD) in high schools and TVET colleges. This poor performance in AD, which is a crucial component of the EGD exam, leads to students not performing well in Grade 12 and consequently limits their entry into engineering programs in TVET colleges. Consequently, this study aims to investigate the contributing factors to poor performance in the teaching and learning of AD among N3 students. To achieve the objectives of this study, a mixed research approach was employed, and data was collected through semi-structured interviews and the Purdue Spatial Visualization Test (PSVT). A purposive sampling method was used to select four Engineering Drawing (ED) lecturers and 45 N3 Engineering Drawing students to participate in this study. Furthermore, Piaget's perception and imagery theory and Pedagogical Content Knowledge (PCK) were utilized as frameworks underpinning this study. The interview results were analyzed using thematic analysis, while the data from the PSVT was analyzed using the Statistical Package for Social Sciences (SPSS). The findings of this study indicate that N3 students have very low spatial visualization skills, and the negative attitude displayed by both students and lecturers towards the teaching and learning of AD contributes to poor performance in N3 ED. The findings further revealed that the lack of drawing-related teaching qualifications among lecturers also contributes to poor performance in AD. Furthermore, the quantitative findings show that the students achieved a mean score of 16.82, with a standard deviation of 8.389, indicating poor performance on the PSVT test. One limitation of this study is the small number of lecturers interviewed (four), which makes it difficult to generalize the results. Therefore, future studies should include a larger sample size of lecturers. This study recommends that lecturers be hired based on their relevant teaching qualifications and further suggests the use of technology to enhance students' spatial visualization skills and improve their performance in AD.
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    Factors contributing to resistance in the use of information and communications technology : a snapshot on engineering graphics and design teachers
    (Society for Research and Knowledge Management, 2023-10-30) Mlambo, Philani Brian; Maeko, Mogale Simon Albert; Khoza, Samuel Dumazi
    The prevalent adoption of ICT in education has compelled even EGD teachers to integrate ICT in teaching and learning of EGD. However, not every teacher understands the importance of using technology in EGD lessons, even though it offers a lot of benefits for both teachers and learners. Many scholars have attributed this resistance of teachers to many factors, such as gender, age, and attitudes as well as the fact that teachers do not perceive technology as important as they believe that traditional methods are still bearing fruit. In an attempt to understand the actual reasons behind teachers’ resistance to ICT integration in EGD lessons, this study followed a qualitative approach, and semi-structured interviews were used to gather data. Purposive sampling was used to identify 11 EGD teachers to take part in this study. Furthermore, the study employed the Technology Acceptance Model (TAM) framework, which puts emphasis on the acceptance and adoption of technology. This framework assisted in pinpointing factors contributing to ICT resistance and how teachers can accept technology for the purpose of teaching and learning. The findings show that factors such as age, lack of proper skills to use technology, lack of exposure to technology at the tertiary level, attitude, and shortage of resources in schools are contributing to teachers’ resistance to using technology. The study recommends that the department of education should train teachers and provide schools with relevant ICT resources.
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    Teachers’ readiness towards the integration of information and communications technology in teaching and learning of engineering graphics and design in KwaZulu-Natal
    (OpenEd Network, 2023-09) Mlambo, Philani Brian; Maeko, Mogale Simon Albert; Khoza, Samuel Dumazi
    The integration of information and communications technology (ICT) into the education system has led to changes in the way teaching and learning are conducted. These changes have necessitated the need for teachers to have ICT skills that would help them integrate ICT into teaching and learning (T&L). Hence, this qualitative study was conducted to investigate the state of readiness of Engineering Graphics and Design (EGD) teachers in the integration of ICT in T&L in uMgungundlovu secondary schools. Convenience sampling was employed to select nine EGD teachers to partake in this study. Semi-structured interviews and classroom observations were used to collect data. Data gathered from interviews was subjected to thematic analysis, and data gathered from observations was reported descriptively. The findings of this study revealed that EGD teachers in uMgungundlovu District are ready to integrate ICT into the T&L of EGD, as they indicated that ICT integration in EGD lessons is essential. The study further revealed a shortage of ICT resources and a lack of ICT skills among teachers, which hinder the successful integration of ICT. The study recommends that the Department of Basic Education (DBE) provide teachers with ICT training so that those who are technically disadvantaged can be equipped with relevant ICT skills. The study further recommends that DBE give the schools an AutoCAD license, as it has been proven to be a useful ICT tool.