COMPARATIVE EFFECTS OF TWO AND THREE DIMENSIONAL TECHNIQUES OF AUTOCAD ON SPATIAL ABILITY INTEREST AND ACHIEVEMENT OF NATIONAL DIPLOMA STUDENTS IN ENGINEERING GRAPHICS

Abstract

This  study was  designed  to determine  comparative  effects  of two  and  three  dimensional techniques   of  AutoCAD   on  National   Diploma   students’   spatial   ability,   interest   and achievement in engineering graphics. The study was a pretest, posttest, non-equivalent control group quasi-experiment which involved groups of students in their intact classes assigned to treatment  groups.  Six  research  questions  and  nine  hypotheses,  tested  at  0.05  level  of significance, guided the study. The population of the study consisted of 350 ND I mechanical engineering technology students in the polytechnics in the south-western geo-political zone of Nigeria. The  sample  size was 227 students from which 108 students constituted treatment groups assigned to AutoCAD 2-D technique, and 119 students constituted another treatment groups assigned to AutoCAD 3-D technique. The instruments used for data collection were Purdue  Visualization  of  Rotation  Test  (PVRT),  Engineering  Graphics  Achievement  Test (EGAT), and Engineering Graphics Interest Inventory. The Purdue Visualization of Rotation Test (PVRT) was adopted and had been validated by the test developer. To ensure content validity of the EGAT, a Table of Specification  was built  for the test. The PVRT, EGAT, Engineering  Graphics  Interest  Inventory,  the  AutoCAD  2-D and 3-D lesson plan and the Training plans for the engineering  graphics  lecturers  and students  were subjected  to face validation by five Experts. The  EGAT was trial tested for the purpose of determining  the psychometric  indices  of the  test. A total of 45 items  of the  EGAT  had  good  difficulty, discrimination and distractor indices. In addition to face validation, the engineering graphics Interest Inventory was also subjected to construct validation using factor analysis technique. Out  of 40 items, a total of 28 items were finally selected  for the interest  inventory.  The reliability coefficient of the PVRT had been established by the test developer. However, to account for varied cultural and social context, a trial test was carried out on the PVRT for determining  its  reliability  coefficient.  Split  Half  reliability  was  computed  to  be  .82  for samples of 39. The trial test for determining the coefficient of stability of the EGAT was carried  out  using  test  re-test  reliability  technique.  Pearson  Product  Moment  Correlation coefficient of the EGAT was found to be .80. Cronbach Alpha  was used to determine the internal  consistency  of the Engineering  Graphics  Interest  Inventory  items.  The  reliability coefficient computed for the Engineering Graphics  Interest inventory was found to be .91. The  data  collected  were  analyzed  using  Mean,  to  answer  the  research  questions  while ANCOVA was used to test the nine  hypotheses  formulated  to guide this study. The study found out that AutoCAD 3-D technique is more effective in improving students’ achievement, spatial ability and interest in engineering graphics than AutoCAD 2-D technique. There was a significant  effect  of  Gender  on  students’  spatial  ability  and  achievement  in  engineering graphics favouring boys. The study found out no significant interaction effects of AutoCAD techniques  and  gender  on  spatial  ability,  achievement  and  interest  of  National  Diploma students in engineering graphics. Hence, irrespective of nature of gender, learners will record improved  performance  in  their  spatial  ability,  interest  and  achievement  in  engineering graphics  when  AutoCAD  3-D  technique  is  employed  for  teaching  engineering  graphics. Consequently, it was recommended that (1). Technical teachers teaching engineering graphics should adopt the use of AutoCAD 3-D technique to teach engineering graphics; and prepare their lessons in such a way that students are allowed ample opportunity to interact freely  with virtual objects and animation  in the AutoCAD 3-D space. (2). National Board for Technical Education (NBTE) should  consider review of curriculum  for Engineering Graphics with a view to incorporating  AutoCAD 3-D technique into  the teaching of engineering  graphics. (3).Workshops, seminars and conferences should be organized by Ministry of Education and administrators of polytechnics to enlighten technical teachers and improve their  knowledge and  skills  on the use of AutoCAD  3-D techniques  for improving  students’  achievement, interest and spatial ability in engineering graphics.

Background of the Study

CHAPTER I INTRODUCTION

Computer-Aided Design (CAD) denotes the integrated use of computer in the conceptualization and design of products. According to Christopher (1990) Computer- Aided Design embraces the use of computer in the industry for design, simulation and graphics design such as engineering graphics. Engineering graphics is one of the core courses for students of National Diploma in Mechanical Engineering Technology in the Nigeria Polytechnics. It involves construction of different geometric figures and shapes,  orthographic  projections,  orientation  of objects  in  space,  developments  of objects and intersections of regular solids and planes (National Board for Technical Education   (NBTE),   2003).   Spatial   visualization   is   an   established   element   of engineering graphics and is integral for success in graphics and engineering as a whole (Strong and Smith, 2002). Recent attention to spatial ability in engineering graphics, according to Basham (2007), is largely due to the vast changes in computer technology and  CAD  software  packages.   Many  application   software   packages   have  been developed for computer-aided design, well-known among the CAD packages available for graphics design is AutoCAD.

AutoCAD   is   an   interactive   drafting   software   package   developed   for construction of objects on a graphics display screen. It is a vector graphics software developed in 1982 by Autodesk incorporation (Bui, 2006). It uses primitive entities such as lines, polylines, circles, arcs and text as the foundation for more complex objects (Wikipedia, 2007).  According to Bui, AutoCAD is one of the most powerful CAD software which can perform nearly any graphics task. There are two techniques of graphics  in AutoCAD  environment.  These  techniques  of graphics  are  the  two- dimensional (2-D) and the three-dimensional Cartesian coordinate systems for locating the positions of geometric forms in AutoCAD 2-D and 3-D space respectively. Specifically,   AutoCAD   two-dimensional   technique   involves   the   use   of   two- dimensional Cartesian coordinates system for graphics construction in AutoCAD environment. It entails specifying coordinate with the X and Y Cartesian coordinate system  only.  Whereas,  AutoCAD  three-dimensional  technique  involves  the use  of three-dimensional Cartesian coordinates system for graphics construction in AutoCAD environment. This has to do with specifying coordinates with X, Y, and Z Cartesian

coordinate system (Bertoline and Wiebe, 2005; Finkelstein, 2002). With these two techniques of graphics in AutoCAD, users of AutoCAD have option of using any of the two techniques for graphics construction.

Over the years, since the existence of 2-D CAD packages, there has been a wide

acceptance of CAD software packages in education community as a learning tool for

raphics  d d promp

geometry  construction  and  other  g   1

esigns  in  various  disciplines.  This  is

because CAD software has comman              t which provides human and computer interface  that enhance students’ interaction with the learning environment. Planned students’ interactions with learning environment are the most critical components of any learning  environment, particularly,  computer-based  learning and  are known  to have a positive  effect  in students’  learning,  engage students in the learning  tasks, thereby help sustain students’ interest in learning and consequently improve students’ achievement   and  construction   of  knowledge   (Osberg,   Winn,  Rose,   Hollander, Hoffman and Char, 1997). Besides, the computer technology, when used as a learning tool, the teacher interacts very differently with the students more as a guide, model and mentor (Basu, 1997). AutoCAD provides users with command prompts which users must read and respond as needed (Omura, 2003; Alice, 2001). Students’ interaction with  AutoCAD  command  according  to  Lemut,  Pedemonte  and  Robotti  (2000) provides human and computer interface which has a direct relationship to students’ cognitive ability and a tendency to improve students’ construction of knowledge and transfer of learning.   Lemut, et al explained that under the teacher’s guidance, construction of objects in AutoCAD favour a deep understanding of the meaning of geometric construction,  in that, during construction  process, students have to think about the definitions, properties of the geometric figures and geometric relationships because  construction  strategies  in  AutoCAD  are  not  free  as in  the pen-and–paper environment  but  are  guided  by  the  system’s  request  appearing  on  the  command prompt.

Furthermore, one aspect of AutoCAD and many other CAD programs is that geometric construction relies heavily on the understanding of the Cartesian Systems (2-D and 3-D) and the ability to relate it to the objects in space. The 2-D and 3-D Cartesian coordinate systems, commonly used in mathematics and graphics, locate the positions of geometric forms in 2-D and 3-D space respectively. This system was first introduced  in  1637  by  a  French  Mathematician,  Rene  Descartes.  The  coordinate

geometry based on these systems theorize that for every point in space, a set of real

xvi

numbers can be assigned, and for each set of real numbers, there is a unique point in space  (Bertoline  and  Wiebe,  2005).  Construction  of  geometric  figures  with  the Cartesian systems provides learning environment that facilitates better understanding of spatial properties and relationship of objects and space (Rafi, Samsudin and Said,

2008). According to Hegarty and Waller (2005) the use of coordinate systems for locating points in 2-D or 3-D space when specifying dimensions of geometry figures in CAD packages improves students cognitive abilities associated with visual imagery, as well  as the  ability to  perceive  number,  space  configurations  and  processing  of spatial information.

In addition, before the advent of Release 10 version of

AutoCAD,  it  was  a  fully  self-contained  two-dimensional CAD software. The advent of Release 10 capable of 3-D coordinate system marked a remarkable turning point in AutoCAD  techniques  and  applications  (Texas  Academic and Management Consult, 2000). With this development, AutoCAD software package now has both two-dimensional and three-dimensional techniques of graphics and capable of applications such as animation, solid modeling and virtual reality. According to Strong and Smith (2002) the impact of high performance rendering and animation software,  solid  modeling  packages,  virtual  reality,  and online testing opens a number of doors for spatial visualization research and measurement. Virtual reality is the name of the interactive computer technology that attempts  to  create  a  completely  convincing  illusion  of being immersed in an artificial world which exists only inside  a computer  (Kamara,  2006). According to Osberg (1995) virtual reality is a superior environment for spatial

skills  enhancement  specifically  because  the  interface preserves  Visio-spatial  characteristics  of  the  simulated world.  Solid  modeling  is  a  three-dimensional  computer generated model of an object (Koch, 2006).  Basham (2007) contended  that  viewing  three-dimensional  solid  models removes   it   from   its   usual   two-dimensional   form   of abstraction and makes it more suitable for use as a method for spatial visual learning. Animation on the other hand is a series  of   rapidly   changing   computer   screen  displays presenting  a  geometrical  shape  and  varying  positions giving the impression of movement (Mayton, 1991). Hays (1996) maintained that animated visuals provide students’ interaction  with  virtual  objects,  allow  better  retention  in students learning and communicate ideas involving space better than static visuals. Besides, the frequency with which student   interacts   with   an   animated   computer   model   made significant contributions to performance on a spatial visualization tasks (Love, 2004). Moreover, Hart (2003) noted that viewer controlled  animation  leads  to  improvement  in  cognitive, perceptual   and  motor   skills,  assist  in   anchoring  the students into reality for the use of visual objects in which spatial ability can be improved.

The word Spatial means of relating to, involving, or having the nature of space (Isaac and Marks, 1994). Spatial ability is the intellectual ability primarily used to function and operate in 2- or 3- dimensional spaces (Bannatyne, 2003). It is a cognitive function  that  makes  it  possible  for  human  being  to  deal  effectively  with  spatial relations,  visual-spatial  tasks and orientation  of objects in space (Sjolinder, 1998). Basham  (2007) refers to spatial ability as one of the human  intelligences  used to

formulate  mental  images and  manipulate  the images  in the mind.  Within  this context, spatial ability can be defined as the ability to think in picture, to create mental images  and  to  transform  visual  or  spatial  ideas  into  imaginative  and  expressive creation. There are different categories of spatial ability. These are mental rotation, spatial visualization, perception, orientation and imagery.

Mental rotation is the ability to mentally rotate a stimulus object in the mind in order  to  envision  it  from  different  angles  (Zacks,  Mires,  Tversky,  and  Hazeltine,

2000). Koch (2006) defined spatial visualization as the ability to mentally rotate in

space two-and three-dimensional objects with one or more movable parts. The term imagery is associated with visualization. Two types of imagery are kinetic and transformational.  Basham  (2007) explained  that kinetic imagery is based on  one’s experience of an object’s movement which allows an individual to judge whether an approaching object is likely to hit its target while transformational imagery allows the mental  view  of  an  object  as  it  changes  shape  or  form.  This  requires  mental manipulation of a visual image from a different perspective such as imagining the shape change of an object which has moved (Potter and Van der Merwe, 2001). The spatial perception category of spatial ability relates to how individual perceives space (Lahav, 2006). The extent of an individual’s spatial perception according to Maier (2005) depends on spatial perceptual skills which comprise among others the ability to recognize object and orientate oneself in the environment, transfer three-dimensional space into two-dimensional  forms, recognize depth and distance/proximity,  identify and understand relationships of location, position, scale and size. Spatial orientation refers to the ability to recognize the identity of an object when it is seen from different angles (Tremblay, 2004).

Spatial  ability is  fundamental  to  human  functioning  in  the  physical  world. Spatial reasoning enables an individual to use concept of shapes, features and relationship in both concrete and abstract ways, to make and use things in the world, to navigate, visualize and to communicate (Newcomer, Raudebaugh, McKell and Kelly,

1999).  In  a  similar  way this  ability is  used  to  envision  new  things  and  establish relationship of concepts in the mind (Jones and Bills, 1998).   Basham (2007) noted that spatial ability is basic to higher level activities such as mathematical thinking and used  for processing  information  presented  in such  representation  as maps, graphs, diagrams and other spatial layout. According to Olkun (2003) spatial thinking is used

to  represent  and  manipulate  information  in  learning  and  problem  solving  in engineering, design, physics and mathematics

One  of  the  widely  publicized  aspects  of  spatial  ability  is  the  apparent differences between genders. Gender, refers to a psychological term, which describes behaviours and attributes expected of individual on the basis of being a male or a female  (Uwameiye  and  Osunde,  2005).    Several  studies  (Nemeth  and  Hoffmann (2006), Burin, Delgado  and Prieto (2000),  and Medina, Gerson  and Sorby (2000)) conducted on gender differences in spatial ability have shown measurable differences in spatial ability of boys and girls. Generally, most of the studies found out that boys have better spatial ability than girls. However, Branoff (1998) pointed out that females could  benefit  as  well  as  males  from  spatial  training  programs.  Besides,  research findings by Keller and Hart (2002), Kaufmann, Steinbugl, Dunser and Gluck (2005) and  Baldwin  and  Hall-Wallance  (2001)  have  indicated  that  spatial  ability can  be improved in both children and adult. A potential benefit of improving spatial ability is the improvement of students’ achievement in areas of mathematics, engineering and sciences (Mohler, 2006; Baldwin and Hall-Wallance, 2001).

Students’ achievement connotes performance in school subject as symbolized by a score or mark on an achievement test.  According to Anene (2005) achievement is quantified by a measure of the student’s academic standing in relation to those of other students of his age.   Atherson (2003) and Uka (1981) contended that students’ achievement is dependent upon several factors among which are instructional methods and  learning  environment.  Teachers  with  a demanding  but  good  teaching  method challenge students to work at higher intellectual level. Presently, demonstration using drawing  instruments  on  chalk  board  is  predominantly  used  to  teach  engineering graphics to the National Diploma students in the polytechnics. Demonstration is any planned performance by a vocational/technical teacher on an occupational skill/information aimed at explaining the steps/facts of an operation (Ogwo and Oranu,

2006). The method is executed by example and activities by the teacher while the learners observe and listen (Ukoha and Eneogwe, 1996).

Besides the use of good teaching method in the classroom, another important role of the teacher is to order and structure the learning environment.  Included in this role are all the decision and action required of the teacher to maintain order in the classroom  such  as  laying  down  rules  and  procedures  for  learning  and  use  of

motivational techniques to secure and sustain the attention and interest of the learner (Moore,  1998).  Interest  is  a persisting  tendency to  pay attention  and  enjoy some activities. Interest has been viewed as emotionally oriented behavioural trait which determines a student’s vim and vigour in tackling educational programmes or other activities (Chukwu, 2002). Students’ interest and achievement in any learning activity is sustained  by the active involvement  of the learner  in all aspect of the learning process. Ogwo  and  Oranu  (2006)  and  Ngwoke  (2004)  emphasized  that unless the teacher  stimulates  students’  interest  in  learning,  students’  achievement  will  be minimal.  Hence,  it is essential  that technical  teachers  use  teaching  method  which ensures  students’  active  involvement  in  learning  and  provide  suitable  learning environment to improve achievement and stimulate interest of National Diploma (ND) students in mechanical engineering technology to learn engineering graphics.

National  Diploma  in  mechanical  engineering  technology  is  a  technician diploma  certificate  obtained  in  the  polytechnics  after  a  two  years  post-secondary training  in mechanical  engineering  technology.  The diplomate  according to NBTE (2003) should among others be able to interpret and prepare engineering drawings of mechanical equipment, their components and systems, carry out machining and fabrication operations, produce machine components and assemble, operate, maintain and  service  mechanical  equipment.  Engineers/technicians  communicate  with  one another largely by graphics. In order for technicians to be able to prepare and interpret engineering drawing of mechanical equipment in mechanical design, the technician must be able to visualize how all the components in the system work (Medina, Gerson and Sorby, 2000). The development of spatial ability required for visualization is one of the main purposes of engineering graphics education (Sueoka, Shimizu and Yokosawa, 2001)

The  increasing  effects  of  globalization  and  the  rapid  rate  of  technological changes on work places have informed the recommendation by United Nations, Educational,   Scientific  and  Cultural  Organization   (UNESCO)   and  International Labour Organization (ILO) (2002) that all technical and vocational education system

in the 21st  century should be geared  towards life long learning.  This requires that

schools should in addition to academic skills; inculcate workplace basic skills such as learning  to learn, creativity,  problem  solving skills, collaborative  skills and higher order thinking skills in order  to increase  the students’ flexibility and  job mobility

which will make them adaptable to the present and envisaged changes (Hallak and Poisson, 2000; Paris, 1998). In this context, Rojewskin (2002) noted that a shift from teacher-centred instruction to learner-centred instruction is needed to enable students acquire  the new 21st   century knowledge  and skills. Computer technology provides powerful  tools  to  support  the  shift  to  student-centred  learning  and  is  capable  of creating  a  more  interactive  and  engaging  learning  environment  for  teachers  and learners (UNESCO, 2002).

Moreover,  with  the  use  of  CAD  packages,  industry  will  like  to  employ graduating engineering students who can move data throughout the design process, collaborate online with customers, suppliers and co-workers, identify and fix problems with 3-D geometry, use powerful knowledge-based systems to design complex assemblies, and be flexible enough to do design and development work with CAD packages (Branoff, 2005). According to Condoor (2007) this situation requires radical change of teaching  method  of engineering  graphics  to  the use of CAD  packages. Hence, with the rapid development of technologies which has occasioned use of CAD packages in the industry in recent years, the need to find the best method of CAD that will assist students in mechanical engineering technology to learn engineering graphics effectively and improve their spatial ability has become most important to educators. AutoCAD which is one of the most powerful CAD software used in the industry offers two different techniques (2-D and 3-D) of graphics. This study is therefore designed to determine comparative effects of two and three dimensional techniques of AutoCAD on National Diploma students’ spatial ability, interest and achievement in engineering graphics to identify which of the techniques will be most effective to teach engineering graphics.

Statement of the Problem

The language of engineering graphics design in the industry nowadays is Computer-Aided Design (CAD) using AutoCAD as one of the most powerful CAD software packages which is capable of two- and three-dimensional coordinate system for  graphics  design.  However,  demonstration   with   drawing   instrument  on  the chalkboard is predominantly used by the teachers to teach engineering  graphics to National Diploma students in the polytechnics. Apart from the fact that demonstration method is teacher-centred, it does not provide students with learning environment that

facilitates better understanding of spatial properties and relationship of objects and space. Another major limitations of demonstration method with drawing instruments on the chalkboard for teaching graphics is the problem of presenting three-dimensional (3-D) spatial information in a two-dimensional format (2-D) (Mackenzie and Jansen,

2005). Accordingly, many students taught graphics with the method have difficulty in comprehending the graphics representation of three-dimensional objects (Scribner and Anderson, 2005). Supporting this view, Koch (2006) noted that the difficulty is due to lack of development of spatial skills in the students.

Technology, the world over is dynamic. With the interaction of globalization and technological development, work organizations are getting increasingly flexible, process-based and multi-tasking. This apparently is to suit demands of the prevalent knowledge society and ample use of information communication technology in work places and changes in the organization of work (Ogwo and Oranu, 2006; International Labour Organization, (ILO), 2003). In this context, there is need for education institutions to adjust to changes in work places so as to produce students with work place basic skills required to thrive in the 21st century knowledge-based economy and society  (Rojewskin,  2002;  Qureshi,  1997).  According  to  UNESCO  (2002)  the adjustment requires the educational institutions to embrace new technology and appropriate computer technology as a learning tool to transform the present isolated, teacher-centred and text bound classroom into rich, students-centred interactive knowledge environment. Furthermore, 2-D and 3-D spatial visualization and reasoning which are core skills for engineering graphics ought to be emphasized in the teaching of engineering graphics with the use of CAD packages because the development of spatial visualization skills is one of the main purposes of engineering graphics.

However, the use of demonstration with drawing instruments on the chalkboard apparently, results into neglect in the development of students’ spatial ability which invariably leads to deprivation of students in everyday applications, such as translating

2-D objects to 3-D objects, poor at estimating sizes and poor at visualizing things and relationships  to  one  another  (Koch,  2006).  Consequently,  this  situation  leads  to students’ poor academic achievement due to inadequate learning environment for developing the spatial ability essential in engineering graphics and sustain students’ interest  in  learning.  Moreover,  students  taught  using  demonstration  method  with drawing  instruments  on  the  chalk  board  will  obviously lack  engineering  graphics

design skills required for work in the industry due to ample use of CAD packages.

It becomes pertinent to teach engineering graphics of National Diploma students with AutoCAD  which  is  used  in  the  industry  due  to  its  wide  range  of  application capabilities  and  techniques.  AutoCAD  has  two  techniques  of drawing.  As  already established,  when drawing  with 3-D techniques  in AutoCAD  environment  user no longer deals with only x and y coordinates, but also with the z axis as well. Also, AutoCAD 3-D permits animated visual images while AutoCAD 2-D permits static visuals. Thus, drawing with 2-D techniques is different from drawing with 3-D technique. These differences perhaps, may produce different effects on students’ achievement,  interest  and  spatial  ability in learning  engineering  graphics.  Besides, there is dearth of empirical data on the effectiveness of AutoCAD (2-D and 3-D) techniques on the spatial ability, interest and achievement of students in engineering graphics which could serve as a directive to professional technical teachers and other educators.  Hence,  what  is  the  comparative  effect  of  AutoCAD  (2-D  and  3-D techniques) on National Diploma Students’ spatial ability, interest and achievement in engineering graphics?

Purpose of the Study

The major purpose of this study is to determine comparative effects of two and three dimensional techniques of AutoCAD on spatial ability, interest, and achievement of National Diploma students in engineering graphics. Specifically, the study sought to determine the effect of:

1.  AutoCAD techniques (2-D, and 3-D) on students’ achievement in Engineering

Graphics.

2.  Using AutoCAD techniques (2-D, and 3-D) in teaching Engineering Graphics on students’ spatial ability measured by Purdue Visualization of Rotations Test (PVRT).

3.  AutoCAD   techniques   (2-D,   and  3-D)   on  students’   interest   in   studying

Engineering Graphics.

4.  Gender on the spatial ability test scores of students (male and female) taught

Engineering Graphics with AutoCAD techniques.

5.  Gender on the achievement of students (male and female) taught Engineering

Graphics with AutoCAD techniques.

6.  Gender on the interest of students (male and female) taught Engineering

Graphics with AutoCAD techniques.

Significance of the Study

The findings of this study will be of immense benefit  to technical  teachers teaching engineering graphics in the polytechnics. The effect of AutoCAD (2-D and 3- D) techniques  on  students’  achievement  in engineering  graphics  identified  by this study  will  enlighten  the  teachers  on  the  AutoCAD  techniques  that  will  improve students’ achievement in engineering graphics. Such knowledge will help the teachers to improve their instructional delivery by using appropriate techniques of AutoCAD for teaching polytechnics students engineering graphics to acquire work place skills. This in effect, will result in the training of competent mechanical engineering technicians for nation’s industrial and technological development.

Furthermore,  the  effect  of  using  AutoCAD  (2-D  and  3-D)  techniques  in teaching engineering graphics on students’ spatial ability identified by this study are expected to provide the teachers with knowledge of AutoCAD techniques that improve students’ spatial ability in engineering graphics. The knowledge provided will help the teachers  in  their  instructional  design  and  delivery  with  AutoCAD  techniques  to improve students’ spatial ability which is essential in engineering graphics and engineering program as a whole. Moreover, through training in spatial skills development, students will be able to learn engineering graphics and other technical graphics with greater efficacy as they would have attained the proper and efficient strategy in solving engineering graphics tasks or problem that are spatial in nature.

In addition, the effect of gender on spatial ability, achievement and interest of students  taught  engineering  graphics  with  AutoCAD  techniques  identified  by this study will also be of benefit to technical teachers. The finding will hopefully enable the teachers to be aware of gender effect on spatial ability, interest and achievement of students taught engineering graphics with AutoCAD techniques. The knowledge will help  the  teachers  to  improve  their  instructional  delivery  by  using  appropriate techniques of AutoCAD to bridge the gap between spatial ability, achievement and interest of boys and girls in engineering graphics.  Furthermore, the findings on effect of  AutoCAD  (2-D  and  3-D)  techniques  use  on  students’  interest  in  studying engineering graphics is expected to provide the technical teachers with information on the effectiveness of AutoCAD (2-D and 3-D) techniques on students’ interest. The

knowledge will assist the teachers on the use of AutoCAD as a learning tool for transforming the present isolated, teacher-centred and text bound classroom into rich, students-centred interactive knowledge environment to secure and sustain the attention of the students in learning engineering graphics. Therefore, students will benefit from the findings of the study. When teachers use appropriate techniques of AutoCAD to teach  engineering  graphics,  it is expected  that  the  teachers  will be  able  to  create learning environment that will ensure active students’ participation in the classroom activities to improve students’ achievement and interest in learning.

The findings of this study will also be useful to educational systems around the world that are under increasing pressure to use the new information communication technologies (ICTs) to teach students the knowledge and skills they need in the 21st century. Presently, there is dearth of empirical data on the effectiveness of AutoCAD (2-D and 3-D) techniques on the spatial ability, interest and achievement of students in graphics courses. This study will provide empirical evidence which could serve as a directive  to professional  technical  teachers  and  other educators  in their  search  for effectiveness of AutoCAD (2-D and 3-D) techniques in the teaching of engineering graphics.

Finally, curriculum planners will benefit from the findings of this study. The findings will provide empirical evidence for curriculum planners on the effectiveness of AutoCAD techniques in the teaching of engineering graphics and other technical graphics.  The information  will hopefully influence future trend in engineering  and technical education curriculum development.

Research Questions

The following are the research questions formulated for this study:

1.        What  is the  effect  of  AutoCAD  techniques  (2-D  and  3-D)  on  students’

achievement in Engineering Graphics?

2.        What is the effect of using AutoCAD (2-D and 3-D) in teaching Engineering Graphics on students’ spatial ability measured by Purdue Visualization of Rotations Test (PVRT)?

3.        What is the effect of using AutoCAD (2-D and 3-D) in teaching on students’

interest in studying Engineering Graphics?

4.        What is the effect of Gender on the spatial ability test scores of students (male  and  female)  when  taught  Engineering  Graphics  with  AutoCAD techniques?

5.        What is the effect of Gender on  the achievement  of students  (male and female) when taught Engineering Graphics with AutoCAD techniques?

6.        What is the effect of Gender on the interest of students (male and female)

when taught Engineering Graphics with AutoCAD techniques?

Hypotheses

The following null hypotheses tested at .05 level of significance guided this

study:

HO1:   There will be no significant mean difference between the effect of treatments (AutoCAD 2-D and 3-D techniques) on students’ achievement in Engineering Graphics

HO2:   There will be no significant mean difference between the effect of gender (male and female) on students’ achievement in Engineering Graphics

HO3:     There will be no significant interaction effect of treatments given to students taught with AutoCAD and their gender with respect to their mean scores on Engineering Graphics Achievement Test

HO4:   There will be no significant mean difference between the effect of treatments (AutoCAD 2-D and 3-D techniques) on students’ spatial ability in Engineering Graphics

HO5:   There will be no significant mean difference between the effect of gender (male and female) on students’ spatial ability in Engineering Graphics

HO6:   There will be no significant interaction effect of treatments given to students taught with AutoCAD and their gender with respect to their mean scores on the Purdue Visualization of Rotations Test

HO7:   There will be no significant mean difference between the effect of treatments (AutoCAD  2-D  and  3-D  techniques)  on  students’  interest  in  Engineering Graphics

HO8:   There will be no significant mean difference between the effect of gender (male and female) on students’ interest in Engineering Graphics

HO9:     There  will  be  no  significant  interaction  effect  of  treatments  given  to students taught  with  AutoCAD  and  their gender with  respect to their mean scores on Engineering Graphics Interest Inventory.

Delimitation of the Study

This study is delimited to two and three dimensional techniques of AutoCAD which are basically used for drawing engineering graphics. Thus, excluding AutoCAD programming with Auto LIPS, Visual LIPS and Visual Basic for Application.

₦5,000.00 – DOWNLOAD FULL PROJECT DOWNLOAD FULL PROJECT Added to cart

---

---

---

---

---

Related Project Topics :