Development of an Inventory of Learning Tasks for Technical Drawing instruction in the West African Sub-Region

Abstract

The study was undertaken to delineate parameters for the teaching of Technical Drawing in secondary schools in the West African Sub-Region. The development of the task inventory involved instructional content analysis of the current syllabus on Technical Drawing prescribed by the West African Examinations Council (WAEC). A total number of 155 learning tasks were generated, verified, administered and sequenced according to the decreasing magnitude of their mean ratings. The sequencing shows that the tasks higher on the listing have greater instructional significance than those below them. Respondents included 110 selected Technical Drawing teachers in Lagos State secondary schools. The subjects rated each listed task on a 3-point Likert Scale, according to the instructional importance attached to each task. 50 top tasks were reported. It was suggested that teachers should on their own determine the instructional sequence of the tasks or be assisted to so. The card catalogue approach to task sequencing was recommended.

Keywords: technical drawing instruction, task inventory, learning tasks

Mathematics Connection Vol. 6 2007: pp. 1-7