ABSTRACT
This training guide intends to assist learning providers handling Technical Drawing subjects to Grades 7 and 8 students as it provides them with a clear guide as to the sequence of particular topics to be covered in a specific grade level. The training guide is formulated based on the findings of the researcher’s study on interrelationship of instruction effectiveness; competencies; interest; availability of facilities, tools and materials; and profile variables according to the perception and performance of Grade 9 students during their previous years of attendance in Technical Drawing classes. Quantitative-descriptive method is utilized with a closed-ended type questionnaire as the instrument for the gathering of data. The findings through Analysis of Variance reveals that competence is significantly related to age and gender as female students perform more efficiently than their male counterparts. The level of adequacy of the drawing facilities, tools and materials, according to the result, is directly in proportion to the instruction effectiveness, and the students’ better performance. The significant relationship between students’ perception on competencies and interest in Technical Drawing is evident. Competence in the pursuit of technical knowledge, skills and right attitude of the students in accordance with the K-12 program is the top priority of DepEd’s Strengthened Technical-Vocation Education Program (STVEP) that stimulates technological readiness of Grades 7 and 8 students. Thorndike, in his emphasis on the Law of Readiness states that learning is not meaningful unless the recipient is well motivated and prepared. Technical Drawing has become one of the essential platforms of students’ readiness in Technical-Vocational Education courses.
Keywords: Technical Drawing, Technical-Vocational Education, Training Guide
INTRODUCTION
In all activities whether they involve play or work, a certain amount of planning is necessary. Sound planning is a must to efficiently maximize resources, time and conduct of circumstances and important concerns ahead. A vacation must be planned to save up expenses for food and trips. Gardening and landscaping that someone may have around the house; the repairs to be done or the things to be built and the like, all require a thorough and careful planning. Planning is essential. It may come in a form of concept or literally a piece of sketch, or perhaps a well-detailed drawing. If someone is learned enough about Technical Drawing, it will help a lot to draft a plan more wisely. Technical Drawing (TD) is a subject of Strengthened Technical-Vocational Education Program (STVEP) under K-12 Educational Program of the Department of Education. It is a requirement for Grades 7 and 8 students under Technical- Vocational Education courses.
This training guide blends with the K-12 technical drawing modules to enhance student’s knowledge, desirable work attitudes, and skills. It covers the core competencies of Technical Drawing such as mensuration, freehand drawing, lettering, construct geometrical figures, orthographic projection, and construct pictorial drawing. Grade 7 students shall take up first the mensuration competency which allows them to understand the concept of the Systems of Measurement and its practical application. They must acquire the necessary measuring skills to work on the rest of the competencies. Consequently, Grade 8 students will be dealing with the last two competencies such as orthographic projection and the construct of pictorial drawing. This completes their learning experience in Technical Drawing 1 and 2.
Review of Related Literature
Technical Drawing provides the fundamental background and principles of the language of industry in the acquisition of technical knowledge and skills among students of trade courses which can be beneficial to their personal and professional pursuits. Technical- Vocational Education courses such as welding, masonry, carpentry, tile-setting, electrical installation and maintenance, and others, require technical drawing competency of students to further understand the concept of planning and output generation as usually practiced in the industry.
Technical knowledge, skills and the right attitude can be meaningfully acquired through actual step-by-step experiential learning, (Clark & White 2010). However, any intention at maintaining and improving any attempt of program delivery needs a training guide. (Arthur,W. et. al. 2003) emphasizes the efficiency of training using an appropriate method and training program. The mode of conduct is easily managed and evaluated, thus, a training guide provides a clear direction to the attainments of the objectives of the program. This is true with the Technical Education and Skills Development Authority (TESDA). Each course has a Training Regulation for NC II that serves as a guide for trainers in conducting such training and in evaluating trainees’ performance according to the unique set of expected competencies of the course.
The training guide explicates some several training models or methodologies that can possibly be adapted in the training itself. It also expedites the ways and means of establishing the relationship between theories and application, ideal practices and their effects, supervision, assessment and evaluation. It also clarifies training needs such as the facilities, tools and equipment and their possible upgrading. Likewise, the training guide serves as blueprint in maintaining standards required by the industry. Thus, the trainees’ knowledge and skills are in consonance with the industry practices, (Kozlowski, S. 2000). Dr. Charles A. Prosser, who postulated the importance of Repetitive Training which is the sixth theory of vocational education, stated that “Vocational education will be effective in proportion to the specific training experience in forming the right habits of doing and thinking that are repeated to the point that these habits become fixed to the degree necessary for gainful employment. It must be stressed out that the fundamental theory of Vocational Education is a habit psychology as that approximately 43 percent of daily behaviors are performed out of habit, (Wood 2016). The set of habits as outcomes of repetitive experience may not be of use unless it is turned into a form of skill. In fact, the more repetitions made on the job or operation, the more efficient is the production carried out,(Bruner 2016). Thus, drawing is a necessary and requirement skill to Technical Vocational Education trade courses. The learning provider or the teacher must consider the use of modules and a training guide for teaching and for assessment.
NAGA NATIONAL HIGH SCHOOL
TRAINING GUIDE IN TECHNICAL DRAWING 1 & 2
(Adapted from DepEd STVEP Competency-Based Curriculum)
General Objectives
Through the given instruction, demonstration, and thorough guidance, the students shall be able to:
- Harness the power of visualization and keen observation;
- Strengthen constructive imagination;
- Enhance analytical and critical skills;
- Hone accuracy of thought and expression;
- Advance writing and reading skills towards the Language of Industry;
- Develop the habits of neatness, orderliness, accuracy, cleanliness, speed, creativity and resourcefulness;
- Maintains the practice of good workmanship and design;
- Interpret working drawing and specifications in relation to Technical Drawing;
- Sharpen the ability to apply the art and drawing principles; and techniques in one’s work, in school, in industry, at home and in everyday life; and
- Appreciate Technical Drawing as a subject and all its undertakings.
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