IMPROVING STUDENT PRACTICAL TRAINING AND SKILLS ACQUISITION IN PRODUCTION TECHNOLOGY

At the Department of Mechanical & Production Engineering, Kyambogo University

ABSTRACT

This report is based on Action research on improvement of practical training and skills acquisition in production technology at the department of Mechanical & Production Engineering, Kyambogo University.  It aimed at improving practical training of learners in production technology.  The participants used future workshop consultative meetings in the department. The meetings involved teaching staff in the department and students including the head of department. We also had collaborative institutions which included world of work John Lugendo LTD in Ndeeba, Nakawa Vocational Training Institute (NVTI), Higher Diploma Students in Mechanical Engineering year two and gathered information about the competences required of a foundry technician in those collaborative stakeholders. With the use of various methods we collected data on practical training methods that enhance skills acquisition in practical training. It is important that the activities that the students engage on are relevant, meaningful and built from student’s perspectives.  Quality education can be achieved if the needs of the students and the society are put at the centre of the learning process.  The stakeholders’ involvement made it possible during future workshops gathering to collate information on training methods being used and the gaps in knowledge were identified and means to improve them were also devised.  Teaching and training is only effective if it promotes learning.  As instructors we are expected not only be skilled in our areas of speciality but also to have the knowledge about how learning takes place in the learners. It is the only way to shift away from traditional teaching that provides subject knowledge to facilitator of learning whereby we improve student learning using a variety of instructional methods and resources to ensure that sustainable learning is achieved.  In this study the researcher looked at the literature review of other scholars so as to provide the rationale for this research topic. The researcher aimed at giving an overview of the current student practical training in production technology in the DMPE. The literature review also analysed relevant methodologies, which showed how this research was done.  This action research contends that good methods teaching alone cannot improve training that this study is advocating for, but; rather note that good methods will be effective when training facilities are in place and in good working condition including the instructors themselves amongst others. The reports concluded that for the large number of students in the department to benefit from the recommended methods the university must have enough space and more staff.

CHAPTER ONE

INTRODUCTION

1.1       Background

This study deals with the skills and knowledge required to effectively undertake interactive practical work at the training place and applies to all individuals participating in practical learning or working in the foundry, metal workshop and any type of engineering industry.  Kyambogo University has been in existence for over a decade and many young people have and are still being trained as technicians and engineers in different fields of specialisation. Consequently, the university department of Mechanical & Production Engineering (DMPE) has been chosen as a case study for this project.  Graduates of this department to a large extent do not have the required competencies to demonstrate what they learnt when they were students at the department.  The need to develop a future workshop was evident by the fact that some areas of weaknesses were identified during Future Workshop consultative meeting held at the department.  In order to reach conclusions regarding these critical issues, a future workshop was conducted in the DMPE of Kyambogo University using visual in participation (VIP) cards. Participants included students, lecturers, technicians and head of DMPE who contributed towards the challenges in practical training exercise in the DMPE to ensure students professional abilities meet world of work. In order to achieve these critical issues, action research was used. Foundry technology is a course unit under Production Technology in the DMPE.  The researcher sampled Foundry competences from world of work using a job process analysis from two companies’ perspectives about the required graduate employability skills.

1.1.1   Personal and Professional Background

I am a holder of Bachelor of Education in Technological studies. (Mechanical option); I also hold a Post Graduate Diploma in Vocational Pedagogy. My other qualifications are:-Diploma in Education Secondary (DES) and Mechanical Engineering Crafts Part II (MECP II) and blacksmith & welding. My present job title is a Senior Technician in DMPE and I am currently pursuing a Master’s Degree in Vocational Pedagogy (MVP) at Kyambogo University.

I am a senior technician in the Department of Mechanical and Production Engineering where I have served for over 27 years.  I perform my tasks at work diligently with the purpose of acquiring up to date competences and improving the training of students. The students I teach include; first and second year under graduates and higher Diploma students offering course units in welding and fabrication skills, metal forming techniques, sheet metal technology and foundry technology I also supervise group projects.  During the same period I have had an opportunity to work with skilling Uganda Training of Trainers, during the course of execution of my duties I have noticed that learning depends a lot on how the teacher executes his/her teaching/demonstration processes. When I tested the vocational didactical approach of teaching/learning, I found out that it gave the learners more chances to learn than the traditional methods of teaching.

1.1.2   The Genesis of Manufacturing Technology

Manufacturing technology is a comprehensive program of instruction designed to develop knowledge of scientific principles, mathematical concepts, and technical skills in order to acquire job entry skills.  It includes workshop and laboratory experience found in machining, welding, and casting technologies. These experiences enable the student to enter industry with problem solving skills in design production, planning, material handling, quality control, inspection and programming with computer-aided controls. The student, upon the successful completion of program, will have a job-entry skill.

From the predisposing activities I carried out in the DMPE I looked at the job work process analysis of a Foundry technician from two companies namely; John Lugendo LTD  in Ndeeba and Kamukama small scale foundry at Kitintale and gathered information about the competences required of a foundry technician in those companies.

1.1.3                   Conceptual Background

Production Technology is a practical course. According to Rosa and Feisel (2005) applying skills to everyday life requires both theory and hands on work experience. While theory is classroom learning, hands on is practiced in the workshop. Production technology is the foundation of engineering materials and joining processes. If skills training in the DMPE is not improved, graduates will not be ready for employment and may not be able to create their own jobs and hence unable to contribute to the national development of the country and sustain themselves. In the DMPE Production Technology include the following course units: Welding and Fabrication, Machine shop practice and Foundry Technology.

The knowledge I gained through the MVP empowered me to be creative in thinking and I have the desire for possible intervention in practical training.  It is my desire to see that graduates of production technology in the Department of Mechanical and Production Engineering (DMPE) are able to create their own jobs and reduce the dogma of unemployment of graduates from KYU. This is in line with the University’s motto: “Knowledge and skills for service”.

1.1.4    Contextual Background

This action research was conducted from Kyambogo University at the Department of Mechanical and Production Engineering and it targeted lecturers, fourth year students offering production technology, technicians and the HOD. This action research was carried out using a future workshop to collect data.

1.2       Work Process Analysis

Through interaction with foundry Technicians in labour market, I noted that the foundry technician should be hospitable to clients, carry out job planning and costing, prepare moulding sand, grade sand, mix the moulding sand, develop allowance on the pattern to be used, mould, have knowledge in mould baking process, sort scrap material to be melted, melt and pour, break the casted mould, clean the casting, finish the product, improve on the metal property, and repair the furnace.

The work process analysis for Kyambogo University includes: Advertisement, Admission, Orientation, Delivery of content assessing the learner and graduating the learner. Nonetheless as a technician, I will concentrate on delivery of content and assessment of hands on work by students.  Content delivery begins with introduction of the task and student expectations to be integrated with the purpose of study. Demonstration is carried out to all the students and then students are given work to do in groups. On completion of content delivery, assessment is done for the whole class in terms of course work, tests and examinations. Chance is given for remedial activities where need arises.

1.2.1    Motivation for the study

Having acquired a post graduate diploma in vocational pedagogy and having applied its methodology of approach to teach, I have seen a lot of improvement in students’ work due to their high interest and motivation as a result of their participation in learning process.  Masters’ programme introduced me to vocational training pedagogy and vocational didactics (training by participation at place of work or workshops). According to Brunette (2006) technology subjects must include practical attachment. I as a technician I concur with him because translating theory to practice provide the practical experience necessary in the world of work it is more motivating and interesting hence learning outcome is improved. When I completed my post graduate diploma there was a missing gap of research methodologies which made my work expectation and execution incomplete as a vocationalist warranting me to go for research. In vocational education and training (VET) holistic learning is emphasised. My area of interest is to improve practical training in Production Technology through work process analysis. I looked at one area of a foundry technician world of work job analysis as case study which is among the courses I teach under production technology.

1.3       Problem Statement

Kyambogo University has trained many students in production technology at the DMPE for over 10 years. Many graduates have gone through the program and yet some are still unemployed. In addition, the graduates cannot even create their own jobs in their field of specialisation. It is therefore necessary to improve the student practical training and skills acquisition in production technology in DMPE of Kyambogo University.

1.4       Purpose of the Study

To improve student practical training and skills acquisition in production technology in the department of mechanical and production engineering Kyambogo University

1.5       Objectives of the Study

1. To study the practical training methods that are used to teach production technology at the DMPE at Kyambogo university
2. To identify the gaps of the above mentioned methods on the level of skill acquisition of the students
3. To improve the practical training methods at DMPE so as to enhance skills acquisition of the students

1.5.1    Research Questions of the Study

1. What are the practical methods being used in the teaching of production technology at the DMPE Kyambogo University?
2. What are the gaps in the training methods in production technology at the DMPE Kyambogo University?
3. What should be done to improve practical training methods so as to enhance skills acquisition in DMPE Kyambogo University?

1.6       Justification of Study

From the expeditions we carried out in the world of work, most employers were complaining about the graduates they receive who must be retrained to meet their needs.

1.7       Significance of the Study

The findings will enhance student practical training and skills acquisition to the extent that graduates in DMPE will be employable and create their own employment. Thereby being self-sustaining and also contribute to the national development of the country.

Secondly the outcomes of this study will be used in other courses in the DMPE and later the faculty of Engineering. It is expected that the recommendations arising from this study will also be used to solve medium and long term challenges in the department.

1.8       Scope of the Study

The study targets students who are offering production technology at the Department of Mechanical and Production Engineering in Kyambogo University. It will investigate employable requirements that students should have in order to meet the market demands. This study will also look into the appropriate strategies to ensure that practical acquisition is achieved.

1.8.1    Geographical Scope

The research will be carried out at Kyambogo University 8km from Nakawa Division, Kampala District. Kyambogo University is along Kampala-Jinja road. It is accessible through Banda trading centre and Kyambogo “T” junction. There is also an access route through Ntinda–Kiwatule Road.

1.8.2    Content Scope

To establish appropriate student practical training models that enhance skills acquisition in production technology for students and also establish appropriate Strategies for adopting the models as a training method for both lecturers and technicians in order to improve practical are training in the DMPE according to Future workshop findings Kyambogo University.

1.9       Definition of Terms

Foundry Technology: Foundry Technology is a process that brings together basic metal casting phenomena, production technology techniques and product characteristics in a single work reference.

Welding Technology:  Welding Technology is a process of permanent joining two materials (usually metals) through localized coalescence resulting from a suitable combination of temperature, pressure and metallurgical conditions.

Machine Shop Practice:  This is a process through which a student is well equipped with safe working environment in which he/she can design and manufacture his/her project for engineering activities, research and manage machine operations to produce desired products.

Vocational: Relating to the special skills, training, that you need for a particular job or occupation

Pedagogy: The art or science of teaching; education; instructional methods.         

Competencies: The ability to do something well to accepted quality.

Experiential Learning Theory: This is the process of learning through experience, and is more specifically defined as “learning through reflection on doing”

Skills:  Skill is the level of competency to carry out a task with pre-determined results often within a given amount of time, energy, or both

Participatory Action Research (PAR) is an approach to research in communities that emphasizes participation and action. It seeks to understand the world by trying to change it, collaboratively and following reflection.

Future Workshop is a futures technique developed by Robert Jungk, Ruediger Lutz and Norbert R. Muellert in the 1970s.  It enables a group of people to develop new ideas or solutions of social problems.  A future workshop is particularly suitable for participants who have little experience with processes of creative decision making, for example children or youth.

The World of Work describes paid work and the pursuit of a career, in all its social aspects, to distinguish it from home life and academic study.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter discusses works of other scholars on the subject matters to be used in future work within the research as prescribed conditions or ideas for successive chapters.  Teaching and training is only effective if it promotes learning.  As instructors we are expected not only be skilled in our areas of speciality but also to have knowledge about how learning takes place in learners.  It is the only way to shift away from traditional teaching that provides subject knowledge to facilitator of learning whereby we improve student learning using a variety of instructional methods and resources to ensure that sustainable learning is achieved.

In this study the researcher looked at the literature review of other scholars so as to provide the rationale for this research topic.  The researcher aimed at giving an overview of the current student practical training in production technology in the DMPE.  It was to identify gaps in training that research should solve and this was important because it showed why this action research topic was important. The literature review also reviewed relevant methodologies, which showed how this research was done.  This literature review was based on three objectives as follows;

1. Study practical training methods being used in teaching production technology at the DMPE.
2. Identify gaps in those training methods.

• Improve those practical training methods used in teaching production technology at the DMPE.

2.1       Theoretical Background

The theories of learning that I have been exposed to in this Master’s Degree programme have made me understand that students learn better when they are actively involved in their own learning for they know better what and why they should learn. I have come to understand that teaching is not about helping learners to accumulate knowledge that is passed onto them by the teacher but rather about helping them to make sense of the new information (no matter its source), integrating it with the existing ideas and applying their new understanding in meaningful and relevant ways (Killen, 2007). I have learnt that as a teacher, my role is to guide, counsel and mentor students so that they can learn but not to act as a pool of knowledge. Inspired by the constructivist theory of learning, I have come to appreciate the idea that learners can construct their own knowledge from their own experiences and thus should be given a chance to do inorder to derive meaning from whatever experience they undergo. As noted by Mjelde (1993, p. 19), learning should not be seen as anything that happens inside a student‘s head when he/she listens to a teacher or reads a book but should be known to be fundamentally interactive process where both the learner and the teacher are playing active roles but with more emphasis put on the learner since it is whom the learning is intended. Felder and Brent (2003) point out that the only way a skill is developed is through critical thinking, writing, technical skill is through practice. Trying out something, seeing how well or poorly it works, reflecting on how to do it differently, and then try it again to see whether it works better.

The theoretical framework for the study is based on Kolb’s learning Styles such as Inventory (KLSI) model and Experiential Learning Theory (ELT) as defined by Kolb (1984).Kolb (1984) states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations provides a holistic model of the learning process and a multi-linear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop (ibid). Though Kolb’s proponents view his model as too mechanistic and lacking in strong empirical validation, this study, however, views it as relevant since it aims at capturing the nature of learning through action. Hence, the theoretical framework chosen for this study is relevant because the study is based on the integration of theory to practical knowledge in the Production Technology course.

Kolb’s learning theory sets out four distinct learning styles, which are based on a four-stage learning cycle (that might also be interpreted as a ‘training cycle’). The four-stage learning cycle consisting of; concrete experience (CE); reflective observation (RO); abstract conceptualization (AC), and active experimentation (AE). Concrete Experience occurs when learners experience active participation in the Production Technology practical workshop, i.e. learners first see the project they are supposed to do in the workshop. Reflective Observation is the stage when learners produce their own explanations from the drawing

Figure 2.1: Kolb’s Experiential Cycle

Action Conceptualisation is when learners conceptualize the principle relating to how the final product would look from the drawing.  Active Experimental is a doing or performance stage, where learners are expected to manipulate equipment, materials and tools while taking safety issues into consideration.  In relation to this study, Kolb’s four learning styles involve the process which leads learners to understand, design and make the final practical model in the workshop.  To be able to do this, learners are expected to conceptualize and put the project to be made in drawing form or, most importantly, to be able to interpret the project drawn on paper.

In this study the researcher views learning as an integrated process with each stage being mutually supportive of and feeding into the next.  It is possible to enter the cycle at any stage and follow it through its logical sequence.

Figure 2.2:  model for Testing Hypothesis in Future Situations.

Adopted from Kolb’s experiential learning curve (Kolb, 1984)

However, effective learning only occurs when a learner is able to execute all four stages of the model.  Therefore, no one stage of the cycle is effective as a learning procedure on its own.

Like a chapter in a good textbook, a lecture is an efficient way to deliver course content. However, delivering course content is not always the same thing as fostering actual learning. According to Eric Mazur’s book published in 1997on the subject called Peer Instruction: A User’s Manual, Studies have shown that during a typical lecture, students usually capture only a small portion of the content that an instructor conveys verbally, and as Harvard’s Eric Mazur has often pointed out  they remember even less of it. Yet despite these limitations, lectures continue to be a dominant pedagogical mode in many universities, probably for three reasons.

First, instructors tend to teach the way that they themselves were taught. If the courses you took as an undergraduate were lecture-based, then that’s probably how you began teaching your undergraduates. We tend to re-enact what is familiar. Moreover, lectures have a venerable history. For centuries prior to about 1850 when textbooks came to be mass produced lectures were the only feasible way for scholars to share content with students.

Second, it’s easy for an instructor  especially one who is teaching a course that is prerequisite to another course  to become focused on covering “content” rather than on ensuring that students are actually learning. Third, many instructors point out that large

class sizes makes it difficult to do anything other than lecture during class. This is a genuine challenge, though there are also some ways to mitigate it like forming smaller groups.

2.1.1   Application of Future Workshop to Identify Challenges in the DMPE

Future workshop is a method that enables a group of people to develop new ideas or solutions when working together for instance with social problems. A future workshop is a method which is participatory and democratic process to reach decisions for problem solving.

2.1.4    Outcomes of Future Workshop-

The critical areas of concern in the department of mechanical and production engineering Kyambogo University. How the problem was identified and objectives generated from the situational analysis in 2.3 Competencies of a Foundry Technician.

Figure 2.3:  Stakeholders Consultative Meeting

At the Future workshop meeting see figure 2.3 above, members identified the following as being the causes of inadequate skills acquisition. These included: loss of interest by both students and lecturers, lecture method of delivery need improvement, inadequate coverage of content, poor emphasis of practical training, inadequate training materials, lack of technicians interacting with students leaving them to do lectures theory, part time lecturers don’t get regular payments, most lecturers are part timers, different training equipment in university compared to those in industry, change from theory to practical,  research on changing technologies and environment, wild animals, blocked sewages and over grown

trees, little time for practical, linkages between theory and practical, lecturer s participation in practical is poor and lack of chairs, toilets and class rooms.

2.1.5   Participants Visualised Challenges

Participants fantasised and reached the realisation phase form the above challenges and came up with the following tasks to be handled in the DMPE. These included: setting standard assessment for practical exercises, using relevant methods of content delivery, preparing applicable practical exercises, performing continuous research and going for refresher courses and integrate theory with practical.

2.1.6    Action Plan

Lectures and technicians were assigned to carry out the following;

1. set standard assessment for practical exercises,
2. use relevant methods of content delivery,
3. prepare applicable practical exercises,
4. perform continuous research and go for refresher courses,
5. integrate theory with practical,
6. conduct practical exercises as a team and students were required to attend practical training and
7. the HOD was to procure training materials
8. The researcher was to supervise to ensure change in practical training is achieved in the DMPE.

Teaching methods affect retention and if you cannot remember what you learned, the time you spent learning is wasted according to Dr. Eric Mazur. He goes further to indicate the learning pyramid as below.

The first four (lecture, reading, audio visual and demonstration) are passive learning methods. In contrast, the bottom three (discussion group, practice by doing and teach others are participatory (active) learning methods. Arguably, the difference in retention between passive and participatory (active) methods is due to the extent of reflection and deep cognitive processing. Learning in small groups increase chances to participate in working together and increase retention in learners.

In 1997 Dr.Mazur published a book on the subject called Peer Instruction: A User’s Manual. Others later supported the seemingly commonsensical idea that student engagement worked, such as Richard Hake in his 1998 report entitled Interactive-engagement versus traditional methods: Research which concluded: “the conceptual and problem-solving test results strongly suggest that the classroom use of Interactive-Engagement methods can increase mechanics-course effectiveness well beyond that obtained in traditional practice.” To many people, the approach Dr. Mazur advocates may hardly seem new or controversial. After all, many instructors work hard today to make their classes more interactive. However, the main challenge is trainers not to un learn from the traditional habits they were brought up and adapt new changes to match new situations for quality education in learners today. “Dr Mazur thought he was a good teacher” not until he discovered his students were just memorizing information rather than learning to understand the material,” said Mazur. “Who was to blame? The student or the material”. In this presentation below from 2009 entitled “Confessions of a Converted Lecturer,” Mazur explains how he came to the conclusion that “It was his teaching that caused students to fail! Which I also conquer with because many times during our job execution we improvise a lot to bridge the inadequate training materials

In summary

Dr. Mazur’s approach: (1) Students read the notes and appropriate section of books, etc. before coming to class. “I am not going to lecture on the notes anymore,” Mazur says. (2) In the classroom what matters is going deeper. “What’s important is depth not coverage.” The pre-assigned readings take care of the coverage, but class time offers the chance to go deeper and spend time on those parts that were most difficult for students. This depth, says Mazur, is not obtained through telling but by giving chance students to carry out collaborative.

The two main features of the peer instruction approach is that (1) there is active engagement in the classroom. “It’s impossible to sleep in class because every few minutes your neighbor will start talking to you.” And (2) there is continuous information flow back and forth with the student and teacher and also between students. What about solving the physics problems in class? Mazur says that he realized students watching a professor solve problems at the blackboard had little lasting benefit. The benefit of watching a physicist solve problems at the board says Mazur, is something like training to run a marathon by sitting on the sofa eating chips all day and watching videos of great marathon runners. If you want to be a better runner, you have to run. If you want to be a better problem solver, you have to solve problems. In the end what Mazur found is that when students better understand the material (by going deep, discussing with peers, teaching to peers, etc.), they become better problem solvers. Interestingly, however, Mazur discovered that being a good problem solver (and doing well on tests) did not always indicate understanding.

There are two basic and important points that Dr. Mazur made in this presentation: (1) “Traditional indicators of success are misleading.” That is, teacher evaluations and examination results do not reflect whether students really understand the content, even if they do well on the tests. (2) “Education is no longer about information.” Mazur says the key is not memorizing recipes and formulas to do well on a test, but rather to develop and demonstrate the ability to use the information to solve problems.

2.1.7    To study practical training methods being used in teaching production technology

In order to address this objective of the study some related literature to support practical training methods were considered by the help of these major teaching approaches;

1. Experiential learning approach and
2. Student centred approach.

2.1.8    Experiential Learning approach: students learn best through interaction with the environment, Peer groups or from experts according to (Vygotsky, 1962).  This study will try to build learning from the known knowledge so that learners are given chance to participate actively.

Experiential learning

Experiential learning is man’s natural learning environment that challenges our limits while producing a feeling of achievement (Bob Webb 2005)12. It is based on discovery and experience and this inspires students to learn more about the world they live in because discovery is a highly motivating force. Experiential learning does not consider students as gifted or as learning disability due to the fact that each person experience things differently. Experiential learning reflects the perspective of learning as a person’s knowledge development rather than knowledge acquisition and therefore focuses a learner as an active subject and learning as a process (Bjerknes, 2002). The basic values underpinning experiential learning are that both the teacher and the learner are subjects in the learning situation and their relationship is characterized by equality and dialogue. Their roles are both symmetrical and asymmetrical as noted by Bjerknes. Although we can simulate the real world in the classroom and laboratory, authentic experiential learning creates an invaluable opportunity to prepare students for a profession or career, learn the craft of a fine artist, or discover how the discipline creates evidence to contribute to its body of knowledge. Thus, Sullivan and Rosin (2008) argue that the mission for higher education should be to bridge the gap between theory and practice and Bass (2012) suggests that to do this, the educational environment needs to intentionally create rich connections between the formal and experiential curriculums.  Particularly at a research university, we have a responsibility to create situations where students benefit from the abundance of research that is taking place.  Experiential learning provides one approach to ameliorating this criticism and mining the richness of the research taking place at the university.

Experiential learning motivates students and provides the conditions for optimally supporting student learning. When students are engaged in learning experiences that they see the relevance of; they have increased motivation to learn. Students are also motivated when they are provided opportunities for practice and feedback. Experiential learning meets these criteria (Ambrose, etal, 2010).  Through experiential learning, students are confronted with unfamiliar situations and tasks in a real-world context which creates self-directed learning. To complete these tasks;

• students need to figure out what they know
• what they do not know and
• How to learn it.

This requires students to: reflect on their prior knowledge and deepen it through reflection; transfer their previous learning to new contexts; master new concepts, principles, and skills; and be able to articulate how they developed this mastery (Linn, et al., 2004). Ultimately, these skills create students who become self-directed, life-long learners.

Through expeditions the following were noted; the instructor gave instructions and the students are considered taught.  This is based on the premise that the instructor knew everything and the student’s know nothing. In effect the instructor did the thinking and the students were thought about.  Similarly, in Kyambogo University, in the mechanical department, the lecturers and technicians talk and the students listen -meekly.  The lecturers and technicians discipline and the students are disciplined.  The lecturers and technicians choose and enforce their choices and the students comply.  The lecturers and technicians act and the students have the illusion of acting through their actions.  The lecturers and technicians choose the programme content, and the students who were not consulted adapt to it.  The lecturers and technicians confuse the authority of knowledge with their own professional authority, which they set in opposition to the freedom of the students.  The lecturers and technicians are the subject of the learning processes, while the students are mere objects. Today, the student-centered learning models are advocated for in Vocational Education and Training (VET). This is because the model is ideal and supports a range of didactics in the different course units in an academic program. Also, the student-centered models enable the learners document their learning by compiling and presenting their work throughout their academic careers in the form of portfolios.

2.1.9    Learners Centred approach:

Learner centred instruction is when the planning, teaching and assessment revolve around the needs and abilities of the learner(brown 2008 pg1).This model is ideal for acquisition of long life practical skills and abilities.

Learner-centred approaches to teaching have emerged from changes in understanding of learning and knowledge creation and more particularly their origin is deeply rooted in the body of learning theory known as constructivism (both cognitive and social constructivism). In broadest terms, constructivist learning is based on the understanding that learners construct knowledge for themselves. The cognitive constructivism is based on Piaget’s model  which emphasize the interaction of an individual with his environment in the construction of meaningful knowledge. The social constructivism is based on the works of Vigotsky who emphasizes the importance of students learning through interactions with the teacher and other students. The principal implication of constructivist understanding of how knowledge is created is that students are the key initiators and architects of their own learning and knowledge creation rather than being passive vessels who receive the transmission of knowledge from expert teachers (Barraket, 2005). Therefore learner-centred teaching strategies emphasize that knowledge is constructed and that teaching should focus on the learners’ understanding rather than memorization of information in form of facts (Killen, 2007).

Gibbs (1995) defines learner-centred learning as a process by which students are given greater autonomy and control over the choice of the subject matter, the pace of learning and the methods used whereas Nanny cited in (Barraket, 2005) defines it as a broad approach that ultimately holds the student responsible for their own educational advances. From these two definitions it can be seen that the focus of teaching in learner centred approaches is on the learner, the relationship between the student and the teacher and the learning process rather than the teacher and the content.

I also draw some of my understanding of learner-centred approaches to teaching on Weimer’s thinking who is concerned with learner-centred teaching as an exercise in changing teaching practice(Weimer, 2002). Weimer identifies learner-centred teaching as comprising five changes in teaching practice which are:

• Balance of class power between the teacher and the student
• Designing content as a means to building knowledge rather than a knowledge end itself
• Positioning a teacher as a facilitator and contributor other than a director and source of knowledge
• Shifting responsibility for learning from teacher to learners and
• Promoting learning through effective assessment.

As seen from Weimer’s five changes, making a shift towards learner-centred learning and teaching requires changes in the learning environment, changes in the nature and communication of the learning content and changes in the assessment of learning outcomes. This puts a teacher on a task or in a position of a researcher to find out the best possible ways of bringing about the necessary changes for effective implementation of learner-centred approaches.

Hativa (2000) identifies that learner-centred instructional methods include among others discussion, group work/learning, experiential learning, role playing; problem- based learning and case-method teaching. This implies that there are a variety of options or methods that are learner-centred from which a teacher can choose whenever it is deemed necessary to employ them in her/his teaching. Roy Killen also observes that learner-centred approaches (sometimes called discovery learning, inductive learning or inquiry learning) place a stronger emphasis on learners’ role in the learning process. However, this does not mean that all the learning responsibility and power is rendered to the learner. The teacher still has a professional responsibility of guiding the students in their learning process and has to set the learning agenda but of course with much less direct control on what and how learners learn (Killen, 2007). It only means that the teacher is no longer a filter through which all the information to the learner must pass- some of the things that students will learn will come from their individual and group investigations.

Learner-centred approaches and teacher-centred approaches differ in many ways which include; what the teachers does, the way the lessons are organized, how much the learners are engaged actively in the learning activities and how much learners control their learning process, however, in either approach the teacher has a central role as both the planner and a facilitator of learning.

The teacher has to establish the outcomes the learners are to achieve in the learning process and help students to learn. The real difference is on how the teacher structures and mediates the learning (Killen, 2006, p. 73). This kind of learning is supported by Thomas and Noel (2003) where they argue that the reason why teachers teach is to enable learners to learn. Thus, teachers should by all means possible try to facilitate, guide, counsel and to mentor their learners so that they can learn and understand what they learn through methods that will encourage their active learning to take place.

Student engagement through learner centred approaches leads to desirable learning outcomes in a sense that it increases motivation for learning and greater satisfaction with school (Blumberg, 2009). Blumberg (2009) asserts that students in learner centred programmes differ from those in

2.1.10 Practical Training Methods Currently Used at the DMPE.

Practical training methods currently used at the DMPE and mode of delivery at Kyambogo University is mainly teacher centred and is not participatory and work targeted. The public is clamouring for an education that teaches students the competencies they need for real-world success. Below are the current practical training methods being used at the department, well explained in details.

Demonstration Method

The demonstration method is a technique of teaching usually associated with demonstrating a practical skill. It often introduces the skill; its point of application and importance. The skill is demonstrated after which the students practice that skill.

The demonstration method of teaching is used in the practical situations to:

• introduce a new skill to a group of students
• To rectify faults with individual students.

E.g. Filing square; grooving to fit; cutting square.

Guidelines on how to carry out a Demonstration:

Q        What must one bear in mind when preparing a demonstration lesson?

1. Identify key points.
2. Relate theoretical underpinning to key points.
3. Rehearse to ensure all equipment is working and that you can use it.
4. Ensure that all students can see even small equipment and process.
5. Time your demonstration. If it is more than say 10 minutes, consider sub-dividing into a series of demonstrations.
6. Consider how to make the students active (e.g. helping completing a handout, answering questions, predicting the next step, noting results.)
7. Consider how to emphasize safe working practices.

Q         What must one bear in mind when going to Present a lesson involving a demonstration?

• There must be a clear introduction of what is to be demonstrated.
• The presenter must be familiar with the names of tools/equipment.
• One must check the entry / gathering behaviour of students for the demonstration.
• The presenter should not show how not to complete the skill.
• The presenter should stress key points and show links between them
• The presenter must stress safety aspects.
• The presenter must check learner understanding.

Q         List down the advantages of demonstration Method of teaching.

• When carried out well the demonstration method of teaching can be highly motivating to students – better than verbal description.
• Theory and practice can be linked in the demonstration teaching approach.
• The pace of conducting a demonstration can be varied.
• Students usually enjoy actively doing things the demonstration approach of teaching offers them this.
• Expert demonstrations may be available via the video and teacher’s activity becomes to clarify at some points.
• Key points can be stressed and repeated.
• Demonstration method is three dimensional i.e. the person sees what is taking place as it is supposed to be. On top of that he can use the sense of smell and even hear what is taking place.
• Students see the sequence of conducting the demonstration and build it to the level of them internalizing it.
• Demonstration method may allow students to ask questions.

Q         Give the disadvantages of the demonstration method of teaching.

The demonstration method of teaching may have the following disadvantages:

• A poor demonstration can be frustrating for the students.
• The method can be too fast or too slow for the learners.
• The method leaves no permanent record.
• The demonstration may be too difficult to see.
• May be too long leading to loss of concentration.
• Students may learn bad habits / techniques.
• Can be very expensive in terms of material costs.
• The teacher needs to rehearse to be sure of what he is to do.

BRAINSTORMING METHOD OF TEACHING

Q         What is meant by the brainstorming method of teaching?

A brain storming method of teaching is a problem solving technique used to generate a number of ideas (solutions) in a short time e.g. 5 to 15 minutes.

Q         When should the teacher use the brain storming method of teaching?

The brain storming method of teaching is normally used when a problem, real or manufactured, exists and students are invited to generate possible solutions.

This method of teaching is often used in management courses or with problem solving.

Q         What are the guidelines that must be followed if a teacher is to use a brainstorming method of teaching?

1. The ‘problem’ should be stated as “In how many ways can we … .” Restatements can be suggested by students to ensure that they understand the problem.
2. The students are encouraged to shout out key words.
3. All the shouted words are written down without criticism or censure.
4. If the participants dry up, there can be an enforced two minutes silence. Then the brainstorm continues.
5. The key words are then categorized and discussed.
6. Possible solutions are then identified.

Q         Give the gains of using the Brainstorming method in teaching.

1. Unusual solutions may be identified.
2. All can participate
3. Needs few resources
4. Seems to be part of the creative process.
5. Uses students experiences
6. Encourages teamwork.
7. No – one looks foolish.

Q         What disadvantages are there if any, does one suffer if he/she chooses to use the brainstorming method of teaching?

• Group needs to learn and obey rules.
• Warm-up sessions may be needed
• Can be demanding and can only be used for short periods.
• Some students can opt out

How can one summarize the Brainstorming method of learning? – It is a challenging and active learning situation.

Explanation
The most common form of teaching in engineering classes in the Kyambogo University is undoubtedly lecturing, and for many lecturers lecturing is synonymous with teaching. Lecturing can be an effective, efficient, and satisfying method for both lecturers and students. Yet many lectures do not satisfy learning principles and are not conducive to student learning.

One of the fundamental principles of engineering is to attack the critical problem which can make the most difference. In engineering education, improving lecturing is arguably the critical problem; and the first focus on improving engineering education at all schools should be on improving lecturing.

Lecturing is a two-sided coin. An aspect of lecturing which is advantageous for an excellent lecturer can be a disadvantage for a poor lecturer. However, practically every disadvantage can be overcome if the lecturers make an effort to overcome the problems. The following advantages and disadvantages are gleaned from experiences of Wankat & Oreovicz and from Alexander and Davis (1977), Cashin (1985), Eble (1988), and Johnson (1988).
Group work method

It is a method which helps an individual to learn about a subject through interpersonal exchange of information and ideas in a group situation, whereby ten or twelve persons participate. The method involves the group in active thinking process, which stimulates critical thinking amongst the members of the group.

Advantages of group work:

1. Different members come up with different ideas and methods of learning hence quality work
2. It spreads responsibility, encourages creativity, deepens friendships among students
3. Work burden is reduced

Disadvantages of group work:

1. Most active learners tend to dominate the learning process and others do little participation.
2. Lack of attitude to learn to learn new knowledge
3. Lack of students training materials

These limitations can, however, be overcome by reducing the size of the group or conducting the group discussion through buzz session. In any case the usefulness of group discussion is only when it is conducted in a guided manner and when the group leader ensures that the discussions do not deviate from the major theme.

2.2.0    Gaps in Practical Training methods.

The researcher employed knowledge from related literatures to illustrate how practical training methods are applied by both Lecturers and Technicians.

2.2.1    The Traditional Approach in Practical Training

Broadly speaking training as a concept is generally perceived as a learning process. However, traditionally the process refers to the transfer of knowledge from trainer to the trainee. The trainer in the traditional system generally decides on such issues as:

1. Who are the persons to be trained?
2. On what aspects is the training to be imparted?

• What methodology has to be followed for the training?

1. What is the expected benefit of the training?

According to the traditional view the trainer was the dominant actor and the trainee the silent receiver of the message. The trainer-trainee relationship under the system was characterized by unquestionable ‘instructor’ and obedient learner. In this process no consideration was made for the training needs and the whole training activity was dominated by the sole decision making role of the trainer.

This approach was quite similar to the one adopted for formal schooling. Traditional approach of training methodology was based on certain preconceived notions like automatic transfer of knowledge from its ‘owner’ – the trainer, to the ‘receiver’ – the trainee. The effectiveness of any training activity largely depends on the capacity of the trainer to ‘instruct’ or ‘teach’, while the corresponding capacity of the learner depends on how to ‘learn’ or to ‘perceive

2.2.2    Thrust on User Need Basis on Participatory Approach

The difference between the traditional approaches, in the process of training, to participatory approach is that in participatory, the thrust is on the transfer of knowledge/expertise from trainer to learner; this forms the modern approach to training and is characterized by a thrust on change and growth. The emphasis of training in the new approach is not so much on transfer of knowledge but as on the process of growth, which aims at the desirable change of knowledge, attitude and practices.

Here the process is characterized by promoting trainees’ critical consciousness and value judgment.  The process starts with ‘in freezing’ the set notions, and the process of ‘de-learning to re-learning’. There is more realism in this type of training as this is a user need based learning process, whereby the structure and strategies of the training are designed in the light of a Training Needs Assessment (TNA).

The rationale of this guiding principle enables trainees to be more responsive and receptive to such training. The undercurrent is an ongoing process of learning, where by both the trainer and the trainees participate as learners. This training generates a sense of self-confidence.

The concept of participatory training has been evolved in the light of the new approach of training, where the trainees participate actively in the learning process. It has been found to be an effective instrument in economic progress and ecological development programmes.Table 2.1 below, illustrates some of the characteristics that go with the above approaches.

Table 2.1:Training  Approaches

Learning occurs through interactive teamwork and is influenced by a shared, practical environment.  Peer-assisted learning and team building were positive in the learning process.

1. Discovery Learning Approach, where the instructor provides instructional materials for a student to try on his own according to Ajewole (1990) I intend to list all necessary procedures to achieve results of the given task on paper and allow students to work on   their own.
2. Work Based Learning, at constructional sites according to Sannerude (2002) the more the learner participates directly with the real materials the faster the learner acquires the skill
3. Site based also suggest that training can be most effective when delivered “in The tendency in site-based training is to support the establishment of teacher communities as communities of practice in order to foster the development of the new learning culture desired (Wenger, 2000 cited in ibid.). The focus is on aiding the project participants to not only implement new approaches but to “unlearn the beliefs, values, assumptions and culture underlying their practice”(Dede, 1999:1 cited in Butler and Leahy, 2003). Butler and Leahy point to value of incremental learning associated with site-based communities of practice – where every participant has their own perspective and values.

2.3.0    Improve Practical Training methods

Related Literature to support improving practical training according to future workshop in DMPE will adopt a Student’s centred training which increases motivation in learning and cultivates greater satisfaction with learning process. These outcomes lead to greater achievement of knowledge and skills, higher rates of student retention and have better-prepared graduates for world of work.

However, there are disadvantages like; more time is required and ready materials for interaction. But the Head of Department who is also the participant, promised to do whatever it takes to see improvement in students training at DMPE.

2.4.0    Production Technology

By definition, production technology is a system for scheduling the manufacture of products and managing stock inventory that aims to optimize costs, minimize inventory and maintain a steady work flow. The modern production technology that might be used by a manufacturing business can identify production blockages and sense capacity constraints, and it does not usually operate at full capacity if sufficient inventory to meet demand already exist.

In Kyambogo University department of Mechanical and Production Engineering, Production Technology as a course include course units like; Foundry Technology, Welding and Fabrication and Machine shop practice.

2.5.0    Path of Growth

Kyambogo University is one of the new Public Universities, but has a history that dates as far back as 1928. In 1928 Kyambogo started as Technical School on Makerere Hill and was transferred to Kyambogo Hill in 1958 as Kampala Technical Institute. It was renamed Uganda Technical College and finally UPK.

ITEK started as Government Teacher Training College in 1948 in Nyakasura, Fort Portal and transferred to Ruharo and then Ntare Hill all in Mbarara western Uganda it transformed into a National Teachers’ College and later ITEK as per the status of Parliament of 1989.

UNISE on the other hand started as a department of Special Education at ITEK in 1988, and later became an autonomous institution by Act of Parliament in 1998.

A researcher reviews work written by researchers and authors related to his/her topic of research with the purpose of familiarizing him/herself with the current knowledge and thinking on the topic. The work may constitute textbooks, journals, magazines, newspapers, newsletters, documents, pamphlets. In reviewing candidates are supposed to paraphrase what they read.

A good review of related literature:

• begins with an introduction
• is related to the objectives or variables of the study
• should have a conclusion
• Provides background knowledge and information on the current state of knowledge
• based on literatures
• should show the limitation, delimitation and validity of previous research as well as the necessity for the current research
• Should review studies to establish the general area and then move towards studies that more specifically define or are more specifically related to the research you are conducting. It is important to note that your literature review MUST NOT be a series of quotations; instead it needs to provide a critical analysis of previous work.

CHAPTER THREE

RESEARCH METHODOLOGY

3.0       Introduction

This chapter looks at a comprehensive set of approaches to be used to gather evidence and analyse specific problems which incorporate techniques and tools of the study to develop a future workshop at the department. It also presents information on the aspects of methodology that was used in this study.  For this study the research methods covered the research strategy, research design, sample size and sampling techniques, instruments/tools for data collection and analysis techniques.

3.1       The Research Design

This study was descriptive in nature and qualitative approach was employed. Since it is an action research study it was longitudinal in nature because I visited the field several times to consult stakeholders in the world of work (WOW).  This procedural plan was adopted to answer questions validly, objectively, accurately and economically to present accurate answers to the research questions according to (Kumar, 2005,p.84).

3.2       Study Participants and Sample Selection Criteria

A table was formulated as suggested by Krejcie & Morgan (1970) to determine appropriate targeted population for the research activities. This was done to appropriately select students, lecturers, technicians, and head of department

Table 3.1:  Accessible Population and Sample Size for the Study

Source: Adapted from Krejcie & Morgan (1970 as cited in Amin, 2005)

3.2.1    Study Participants

The participants of this study included the head of department, Lecturers, Students and Technicians in the department of Mechanical & Production Engineering. This is in agreement with Billet (2001) who stressed that, engagement of stakeholders in problem solving ensures implementation of the suggested solutions by all stakeholders.

3.2.2    Sample Selection

The sampling selection technique that I used was purposive sampling.  According to Onen (2009) purposive sampling is where a researcher decides who to include in the sample based on their typicality.  The technique was selected because it selects typical, useful respondents, and considered four (4) Lecturers, four (4) Technicians those who teach production technology, 11 Students of Higher Diploma offering Mechanical and Manufacturing Engineering and head of Mechanical department as the overall supervisor. 

3.3.0    Methods of Data Collection

I collected data through observations and interviews from two places of World of Work (WOW) where competencies of a foundry technician were used to conduct a future workshop at the department.

3.3.1    Primary Sources of Data Collection

I used primary data from situation analysis at WOW in the study and carried out a future workshop on the competencies of a foundry technician in the DMPE.

3.3.2   Research Instruments

The research instruments included questionnaires, interview schedules, observations and focus group discussion (FGD) guides. I carried out validity and reliability tests to ensure accuracy and usability of the instruments.

3.3.3 Secondary sources of data collection

I visited the library to conduct archival survey for secondary source of data collection.  According to Wangusa (2007) library and archival survey method of data collection enhances the analysis of the findings in relation to the objectives of the study as well as the relationship of the extension strategies used by the developed countries.  In the library and archival survey I will look at documents such as reports, journals, conference proceedings and textbooks in relation to the study.

3.3.4    The Work Process Analysis

In order to improve the student’s practical training at the department, we referred to   competences from world of work to ensure that our graduates meet market demand.  This is to ensure that job process analysis of a foundry technician as discussed by Porter (1992) and Kleivel and (1994) procedures.  In addition we examined the course content of production technology, background of lecturers and technicians teaching production technology, tools and materials, time allocation documentary analysis, qualitative interviews, group discussions, photography and participatory observation.

3.3.5    The Future Workshop

The Future Workshop as a research method is used to solve questions or problems perspective of the future.  It was originally developed for citizen groups with limited resources who wanted a say in the decision making process.  It is meant to shed light on a common problematic situation, to generate visions about the future, and to discuss how these visions can be realised.  It was developed by Robert Jungk and Norbert Mullert in the 1970’s (Apel, 2004).

This method involves the participants of a project in the process of working out solutions according to the existing situation. The method is an intuitive and analytic way to highlight problems and look for suggestions to solve them. The Future Workshop can be transferred to situations of educating and learning. This technique/method has also been used in Norway for developing a work-based learning at the construction site (Sannerud, 2012).

In this study, the Future Workshop was used to find ways of improving student’s practical training in production technology.

3.3.6    Planning Phase

Participants in the department including Lecturers technicians, students and head of department were invited by HOD in the staffroom.

3.3.7    Critique Phase

The researcher introduced the topic to be discussed in the workshop.  Hence what were the challenges hindering student practical in the course of production Technology to produce marketable graduates?  Challenges were listed down through brainstorming.  Ideas from all participants were respected equally, members freely opened up without fear of one another.

3.3.8    Fantasy Phase

At this stage participants tried to work out possible causes in depth and suggested possible solutions without any barriers, limitations or restrictions to the identified challenges.

3.3.9    Implementation Phase

This is the reality phase where realistic and practical solutions are listed down and the best suited solution is chosen. An action plan is made on

Who does what? Where should he do it from? When should he do it? And how he      should do it? In order to solve the problem as seen below.

• To overcome the challenges the following are to be implemented in the department by the following people
• Lecturers and technicians were assigned the following;
• Set standard assessment for practical exercises, use relevant methods of content delivery, Prepare applicable practical exercises, Perform continuous research and go for refresher courses, Integrate theory with practical and Conduct practical exercises as a team.
• Students were required to attend classes and practical training and avoid strikes whereas the head of department was to procure training materials.

3.3.10  Documentary Analysis

Documentary analysis is the method that involves deriving information by carefully studying written document, or visual information from sources called documents (Mertens, 2005). These could be textbooks, newspapers, journals, student portfolios’, advertisements, articles and many others. According to Kumar (2005).

3.3.11  Interviews

Interviewing is a theoretical approach to data collection, an engaging form of inquiry, and an appropriate method for collecting data regarding human experiences (Kaufman, 1992; Kvale, 1996). According to Reinhartz (1992, p.19).), “interviewing offers researchers access to people’s ideas, thoughts, and memories in their own words, rather than the words of the researcher”. The researcher explores a few general topics to assist in uncovering the

3.3.12  Follow Up

This phase is also known as permanent workshop, where participants make a follow-up to assess the success or problems encountered while trying to solve the problem and find the way forward.  The process follow-up and reviewing technics continued on and on in a spiral as illustrated in the figure 3.1 below

Figure 3.1:  The project goals will be reviewed against the objectives like a spiral loop

3.3.13  Participant observation.

This  provides the researcher with privileged access to research subjects in a social situation and captures the context of the social setting in which individuals function by recording subjective and objective human behaviour (Gillis & Jackson, 2002; Mulhall, 2003).  The researcher becomes part of the process being observed and immersed in the setting, hearing, seeing, and experiencing the reality of the social situation with the participants (Marshall & Rossman). Thus, the researcher as a participant-observer not only observes activities, participants, and physical aspects of the situation, but also engages in activities appropriate to the social situation (Spradley, 1980).

3.3.14  Photography

Photography is defined as the process of producing images by the action of radiant energy and especially light on a sensitive surface (Donaldson, 2001).A number of photographs were taken during the future work shop and implementation phase because they enable the researcher to recall some vital aspects that transpired during the field study time. This is supported by Buchanan (2001), who argued that in some cases photos are used as a photographic record of the research process to supplement other kinds of data. A camera and a video recorder are the tools that will be used during this process.

3.3.15  Focus Groups Discussions

Focus groups are considered a socially orientated process and form of group discussions that capitalizes on communication between the researches participants in order to generate data” (Kitzinger, 1995, p.299). A focus group generally consists of seven to 12 individuals who share certain characteristics relevant to the focus of the study (Marshall and Rossman, 2006). The focus group discussions were used especially during problem formulation, data collection and validation and report writing. This is due to the fact that participatory action research approach maintains that problems are not defined by experts but should be based on group discussions (Mikkelsen p. 36-37). This method helped me to understand participants responsibilities, interests, needs, availability for the research process and plans for improvement.

3.4       Data Analysis

Data gathered was analysed qualitatively and a descriptive approach used. Data analysis is a process of inspecting, cleaning, transforming and modelling data with the goal of highlighting useful information, suggesting conclusions and supporting decision making. This understanding of the concept of data analysis is supported by (Ary et al., 2010) where they assert that data analysis involves reducing and organising data, synthesizing, searching for significant patterns and discovering what is important for the study.

3.4.1    Transcription of Data

This is the first step in the analysing qualitative data and (Ary et al., 2010) refer to it as familiarising and organising of data. In this step, I logically documented data gathered from the future work shop, group dialogues with participants

3.4.2    Coding and Categorising

Mikkelsen (2005, p. 181) argues that a useful  way of organising qualitative data for analysis is coding where a researcher organises raw data into conceptual categories and creates themes or concepts that are used to analyse data.

3.4.3    Presentation

The researcher will present the results according to the objectives and outcomes as participants will have performed.

3.4.4    Validity Considerations

Validity is ordinarily used to refer to the truth, correctness and strength of a statement or knowledge claim. A valid argument is always sound, well grounded, justifiable, strong and convincing or the extent to which our observations indeed reflect the phenomena, situation or variables of the interest to us (Kvale and Brinkmann, 2009). For the purpose of this research triangulation of methods will be used to ensure validity. Triangulation is perceived as the use of different methods to obtain views on the same object of the study. This concept is supported by Diane Millar where she suggests that it is better for action researchers not to rely on only one source of information or on one method of data collection or on one toe of data collection tool (Millar, 2008). She argues that research is stronger if the information is collected in many ways and that triangulation helps in providing more meaningful data analysis. For purpose of this study the researcher is using different methods which include participant observation, interviews, focus group discussion, photography, document analysis, future workshop and work process analysis. Furthermore different data collection tools which include the tutors’ journal, camera and audio recorder will be used with an intention that each method or tool supplements the results obtained using the other.

3.4.5    Content Validity Index

Validity refers to the extent to which research results can be accurately interpreted and generated. Research tools will first be prepared, and then presented to the supervisors who check on their correctness. The supervisors’ comments will be used to improve the questionnaire by eliminating all errors. Pretesting of questionnaires also will be done by administering questionnaires to 10 respondents within the target population but outside the sample this helps to identify the gaps and aids to make modifications accordingly. The researcher will ensure that questions are relevant in order to have meaningful and reliable results represented by variables in the study, (Mugenda and Mugenda 2005).

The overall CVI of the questionnaire shall be accepted if CVI is over and above the average of 0.70 for the instrument to be accepted as advanced by Amin, (2005).

3.4.6    Limitations of the Study

This study employed a paradigm that requires time to implement i.e. action research. The findings of this type of approach are valid only after observing change in behaviour of the sample trainees. In other words the impact of action is only observed after a period of implementation of the desirable teaching methods by the trainers.  That is to say the student’s performance should improve or other wise.  The current study was expected to be executed in phases to the extent that students must be given time to demonstrate skills in the world of work and then be evaluated by both consumers and trainers. The research had some limitations with respect of the methodologies of action this being a relatively a new research action in Uganda.

In addition Limited financial resources for facilitating scouts / agents and lack of cooperation from stakeholders who wanted to be facilitated for each consultative meeting were also a main limitation.

3.4.6.   Ethical Considerations

The management granted permission to conduct the meetings, equal freedom to participation was accorded to each participant and confidentiality was promised to all and it will continue to be so.

CHAPTER FOUR

ACTION IMPLEMENTATION RESULTS AND EVALUATION

4.0 Introduction

This chapter introduces us to the data collected according to the three objectives;

• To study the present student practical training methods used in production technology at the DMPE
• To identify the effect of the above mentioned practical training methods
• To improve student practical training method to enhance skills acquisition at the DMPE.

4.1 The practical training methods that were being used in teaching production technology at the DMPE;

From the concept of traditional approach versus participatory approaches in literature review, the documentary analysis like literature, time table and course outline, was used to know what was to be taught and the time to teach it. From the time table I was to teach higher diploma students in mechanical engineering second years. I teach them DME 423 production technology IV (foundry and advanced welding) 8.00am-10.00am and DME 425 group project 11.00am-5.00pm the same day. These students were 11 one (1) Lecturer and (1) Technician which made us to form a focus group of 13 members. We were to look at the first objective which was to study the present training methods in production technology.

To identify the training methods used, we employed questionnaire as a tool which was responded by four (4) lecturers and four (4) technicians teaching production technology who were required to list atleast four most used teaching methods.

The following teaching methods were listed as reflected in appendix II.

• Demonstration
• Group work
• Explanation
• Research work
• Problem solving
• Brain storming
• redoing

The most applied methods listed were demonstration and group work these occurring 8times and 6times respectively.

The study sampled out the best five teaching methods listed and these included; demonstration, group work, explanation, research work and brain storming and these were subjected to a focus group of eleven (11) students of HDM 2 using Pugh matrix tool for decision on appropriate practical training method as administered at DMPE against ten (10) criteria used in foundry technology as reflected in the table 4(appendix II)

Figure 4.1: Bar graph showing the positive scores of the  most appropriate teaching methods

From the graph its clearly shown that demonstration had the highest score of positives (105), 95% ,followed by explanation(99), 90% then group work ( 90), 81% brainstorming (59) 53% and research work with the least score (53) 48%.

Using the formula below content validity index was calculated and a pie chart developed from the data obtained and reflected in table 4.

Figure 7: pie chart showing content validity index for the most appropriate teaching methods.

From the pie chart above it is clearly shown that demonstration, explanation and group work had an index above 0.6 each thus they are the most appropriate   teaching methods for production technology.

Reason; General reason for group work and demonstration is that students get chance to experience real tasks in life which is a motivating factor in learning process.

Explanation, demonstration, group work, brainstorming and research work were being used in teaching production technology at DMPE. I visited the world of work at John Lugendo’s foundry workshop in Ndeeba to see how foundry is taught. It was found out that demonstration, hands on and observation methods were being used because Demonstration and Group work methods were result oriented. I also visited Nakawa Vocational training Institute (NVTI).  At NVTI the emphasis was (75%) practical training and 25% theory. The Practical training methods used in teaching Production Technology were Demonstration, Group discussion, Role-play, Explanation, Research work, and Video clip.

I conducted a practical exercise in foundry technology with higher diploma students who are part of the focus group using whole process demonstration method from the 1^st activity of sand preparation to the final activity of casting a product.

I subjected the group to PUGH MATRIX tool with the aim of confirming the most effective methods to be used in the teaching of production technology at the DMPE.

It is important for the reader to know how these methods are used

Group work Method:
Group work means active and fairly independent interactive learning that is generally used to strengthen knowledge. The group processes information supplied and then comments, assesses and applied it. Group work is applicable as an activating element in all training and is especially useful if attempting to change attitudes.

Group work method according to Dr. Y. P. Singh (Training Officer in the Haryana Forest Department-October 1999);

It is a method which helps an individual to learn about a subject through interpersonal exchange of information and ideas in a group situation, whereby ten or twelve persons participate. The method involves the group in active thinking process, which stimulates critical thinking amongst the members of the group. The limitations of this method are that it is a relatively slow moving process and there is always a likelihood of the process being dominated by the talkers and those opting for less talk and more thinking may be sidetracked. Also in a large group an opportunity to express gets diluted. These limitations can, however, be overcome by reducing the size of the group or conducting the group discussion through buzz session. In any case the usefulness of group discussion is only when it is conducted in a guided manner and when the group leader ensures that the discussions do not deviate from the major theme.

Demonstration

The demonstration is a method based on presentation that shows how to perform an act or use a procedure. It is often followed by the activity under the guidance of the instructor. Sometimes this method is also used to demonstrate the impact of a new practice in contrast to the old one. Also according to

Andrusyzynhttps://en.wikipedia.org/wiki/Demonstration_teaching);

Demonstration involves showing by reason or proof, explaining or making clear by use of examples or experiments. Put more simply, demonstration means ‘to clearly show’. Demonstrations often occur when students have difficulties in translating theories to actual practice or when students are unable to understand application of theories.
Teachers not only demonstrate specific learning concepts within the classroom, they can also participate in demonstration classrooms to help improve their own teaching strategies, which may or may not be demonstrative in nature. Although the literature is limited, studies show that the effects of demonstration classroom teachers includes a change of perspective in relating to students, more reflection in the teachers’ own classroom strategies, and more personal responsibility for student learning.

According to Chikuni (2003) there are two types of demonstrations, namely;
1. Step by step demonstration

For Gwarinda (1993) the step by step demonstration is done stage by stage with teacher explaining each action as the operation proceeds. Chikuni (2003) also notes that the step by step demonstration takes place when the process is presented in stages that are inter- spaced

2. Whole process demonstration.

In the whole process demonstration, the teacher demonstrates the full process from the beginning to the end without interruption by learners‟ participation (Chikuni 2003). For instance, the teacher shows how to carry out moulding processes from sand mixing to pouring stage while students are watching. Soroka, Hoagland and Mohale (1977) assert that the whole process demonstration enables the students to have a clear view of the process.
However,

The former type of demonstration is known as ‘method demonstration’ while the latter is known as ‘result demonstration’. This method has the advantage of greater impact on the learner in terms of adding to his existing level of knowledge and skills. This method is known to be based on the principles of ‘seeing is believing’ and ‘learning by doing’.

Of course, result demonstration cannot be conducted in a classroom situation. During field trips or study tours the trainees can be given some idea about result demonstration. For example, the trainees can be shown a foundry workshop where modern practices have been adopted. The comparison between the success and failure models can be used as a method of result demonstration.

Brain Storming

The use of this method is generally made as a first step to generate initial interest and essential involvement of the trainees in the training activity. For this, the trainers ask the learners any question of matters Ideas can be discussed later for practical consideration. Sometimes ‘unwanted’ or seemingly ridiculous ideas lead to a more practical idea, which would otherwise not have been considered.

 Lecturing and explanation

Explanation is the most used instructional method. It is often referred to as the lecture method. Presentation or chalk talk if used well it can facilitate effective learning by conveying key facts, concepts and principles this will provide a frame work to guide the learners through atopic and stimulating interest in the subject.

Attributes good explanation

Effective explanation is characterised by the following

• Clear statement and examples of relevance to the learners.
• Logical organisation of information with appropriate examples to illustrate         concepts and principles.
• Linking  of key topics ,concepts and principles
• Clear engagement style of presentation.
• Opportunities for student involvement.
• Support well designed and appropriate teaching and learning aids.

4.2  Identified Gaps in practical training methods used in teaching production technology at DMPE.

Although there are many methods used in different training programmes, those having particular relevance in production technology include the following.

(i) Group work, gaps in this method are;

(a) Most active learners tend to dominate the learning process and others do little participation.

(b) Lack of attitude to learn to learn new knowledge

(c) Lack of students training materials

(ii) Brain Storming, gaps in this method are;

(a) It hinders individual creativity

(b) It requires more time to select good ideas from ridiculous ideas which lead to more practical ideas.

(iii) Demonstration, gaps in this method are; 

(a) Large number of learners

(b) Lack enough time to prepare practicals

(c) Lack competent trainers to handle the tasks

(d)  Lack of training facilities

(e) Lack of students training materials

(iv) Explanation, gaps in this method are;

(a) It requires instructor’s effective writing and speaking

(b) It hinders effective student learning

(c) It hinders instructor from discovering student problems

However prior to methods used in teaching production technology, we conducted a future workshop by all stake holders in the department of mechanical and production engineering who came up with challenges also affecting training in the DMPE.

To overcome the challenges the following were to be implemented in the department by the following people

Lecturers and technicians were assigned the following;

Set standard assessment for practical exercises, use relevant methods of content delivery, Prepare applicable practical exercises, Perform continuous research and go for refresher courses, Integrate theory with practical and Conduct practical exercises as a team.

Students were required to attend classes and practical training and avoid strikes whereas the head of department was to procure training materials.

a- Teaching in isolation led to little integration of theory to practice

b- Lecturers do not prepare practicals for students and leave the technicians alone to       determine the practicals to conduct which leads to ineffectiveness of the practical relevancy to students.

c- Lecturers were teaching practical related lessons in classroom which makes learning very abstract for students to relate real experience for conceptualisation of skill.

d- Lecturers  send students in labs and workshops alone leaving the technician to handle only what he can afford leading to students to gain very little than they are supposed to learn.

4.3 – Improve student practical training method to enhance skills acquisition at the DMPE

None of the above mentioned methods is singularly suitable or sufficiently effective for any training activity. Every method has its own advantage or disadvantage. It is from this angle of understanding that there is need to make proper selection of teaching methods quite carefully, taking into account a number of factors and going for the most appropriate ones. However, each method can be used more effectively if the trainer is well versed with the related skills to be taught. For the trainer to achieve the effective method, two considerations are important,

(According to Michael Armstrong, A Handbook of Personnel Management Practice, reproduced in Personnel Practice, Currie, Donald: Blackwell Business (Oxford, UK); 1997)

(1) Proper selection of personnel i.e. choosing the right person for the right training.
(2) Human resources development-through training intervention, helping them to learn in order to bridge the performance gap, if any, and make them proficient. The component of development may also be added to this process. For example you may guide a trainee how to cut squarely a piece of metal if he is failing, in doing that his skill will be developed.Research findings identified many practical training methods used in teaching production technology at the department of mechanical and production engineering of Kyambogo University. Among those we looked at the most effective method by pugh matrix answered by a focus group which includes lecturers, technicians, higher diploma students, and Head of DMPE who came up with two (2)  methods being demonstration hands on and group discussion   as the most effective but needed further improvement to enhance skills acquisition in students.

CHAPTER FIVE

DISCUSSIONS, CONCLUSIONS AND RECOMMENDATONS

5.1 DISCUSSION

5.1.1Demonstration

There are various methods of teaching Practicals and the choice of teaching methods to use is affected by many components such as content, time, ability of students to learn, group size as well as the teachers’ personal preference ( Andrusyzyn 1990). Mutasa and Wills (1995) propound that the demonstration method involves the teacher showing students how to do something while they observe.

Students practice will follow the teacher’s demonstrations. According to Chamberlain and Kelly (1981) demonstrations are used to show procedures and to explain techniques. Thus, demonstration is a direct means of explaining things to the students. Chikuni (2003) also states that demonstration is where the teacher shows how something is done by actually doing it. According to Child (1988), a child learns better through imitating. Kudu and Tutoo (2002) concur with Child when they state that Banduras bobo doll experiment showed that children learn through imitation. In support of this, Hendrik (1986) figured out that children learn vicariously through emulation. Therefore the demonstrations ought to be done correctly for students to copy the correct ways of doing things. I’m in agreement with Gwarinda (1993), who said that demonstration method enhances translation of theory into practice. Soroka, Hoagland and Mohale (1977) propound that the demonstration method should be used to impart skills. That is why this method is often opted in the teaching and learning of practical subjects.

Gwarinda (1993) concurs with Soroka, Hoagland and Mohale (1977) who affirm that demonstration involves teaching pupils how a specific skill is executed. This method is recommended for teaching a skill because it enables covering of all the necessary steps in a process (Petty 2000). Thus, the demonstration method gives students the opportunity to see and hear the details related being taught. According to (mc Keachie 1986) these details include the necessary background knowledge, steps or procedures and precautions.

According to Smith (1998), demonstration must be used in a manner that suits the needs of the learner. It has been propounded by Chikuni (2003) that, there are two types of demonstrations, namely the step by step and the whole process demonstration. In the whole process demonstration, the teacher demonstrates the full process from the beginning to the end without interruption by learner’s participation (Chikuni 2003).

For instance, In the 1^st phase I demonstrated the whole process molding of a pulley showing how to prepare sand to the end until we melted and casted.

Figure 5.1.1 Teacher demonstrating the moulding process to students

Figure 5.1.2 A Casting after teacher demonstrating a whole process

The 2^nd phase learners were given chance to mould following the processes by making their own mould ready for pouring and it collapsed on lifting it for pouring.

Figure 5.2.1 Students re- doing their the Moulding process

Figure 5.2.2 Students sieving Moulding sand as teacher looks on

Soroka, Hoagland and Mohale (1977) assert that the whole process demonstration enables the learners to have a clear view of the process.

The 3rd phase learners were given chance to repeat the task after discussing the possible causes the previous failure and they got it right.

Figure 5.3.1 Teacher comment on students’ work

Figure 5.3.2 Students perceive added skills from the teacher

For Gwarinda (1993) the step by step demonstration is done stage by stage with teacher explaining each action as the operation proceeds. Chikuni (2003) also noted step by step demonstration takes place when the process is presented is in stages that are inter-spaced by learner’s participation. For example, when moulding a pulley I demonstrated how to prepare sand with the correct mixture content learners also did the same I continued to the second stage of molding with the pattern they also did that correctly I closed the mould with the second half (cope) with its sprues and learners also did it correctly and we melted scrap and poured the into both moulds and got out our castings as expected.

Demonstration method requires good planning and availability of training materials to make it effective.

Demonstration is effective when the technician and students are all participating in the activity.

Demonstration is effective when students have the attitude to learn what is being taught.

Demonstration requires the trainer to have enough knowledge and skills to ensure that there is no error in the training process

5.1.2 Group work Method:
Group work means active and fairly independent interactive learning that is generally used to strengthen knowledge.

According to Dr. Y. P. Singh (Training Officer in the Haryana Forest Department-October 1999); Group work is a method which helps an individual to learn about a subject through interpersonal exchange of information and ideas in a group situation, whereby ten or twelve persons participate. The method involves the group in active thinking process, which stimulates critical thinking amongst the members of the group. The limitations of this method are that it is a relatively slow moving process and there is always a likelihood of the process being dominated by the talkers and those opting for less talk and more thinking may be sidetracked. Also in a large group an opportunity to express gets diluted. These limitations can, however, be overcome by reducing the size of the group or conducting the group discussion through buzz session. In any case the usefulness of group discussion is only when it is conducted in a guided manner and when the group leader ensures that the discussions do not deviate from the major theme.

Figure 5.5 Students’ group discussing about the positioning of the pattern

Group work method works better with small number of learners according facilities; it requires very competent trainers to avoid errors, training materials should be in place and it requires more time to benefit learners.

These Ten Commandmentsaccording to Dr.Y.P.Singh training officer, Haryana Community Forest Project October 1999. Has a lot to remind trainers as to how to carryout training /learning process in order to achieve intended objectives.

1. Share learning with the trainees, rather than imparting knowledge to them.
2. Be creative yourself and also encourage the trainees to be creative.
3. Supplement your talk by suitable illustrations with a view to make your presentations more interesting by using different types of visuals like video clips, drawings, models and samples.
4. Start the talk by inculcating in the trainees an interest in the subject matter being covered and end up by creating a curiosity to learn more about the topic in future.
5. Make maximum use of two-way communication by inviting comments and queries from the trainees and sharing your views with them.
6. Remember, the job of training learners is not only to build a potential cadre of trainers for preparing functionaries for different development activities, but also inspire, encourage and enthuse them to be the facilitators of a self-sustaining growth process through participatory approach.
7. Assess the impact of your role as a committed and competent trainer and do it as objectively as you can. This can be done by constant monitoring of the extent to which the trainees have been receptive, responsive and reinforced by the information input provided to them.
8. Equip yourself with knowledge of recent developments in the materials and methods of training skills. This can be done by keeping yourself in touch with the latest literature and widening your knowledge by frequent interactions with those who have earned a ‘status’ of a successful professional in the field of training.
9. Inculcate a sense of ideal role performance while facilitating training.

The success of such efforts can be judged in terms of someone of your trainees following your example while himself/herself practicing the same principle as a trainer.

10. Finally, continue to think and act on developing new tools and techniques which may further enrich the exciting area of training. For this one needs not necessarily be highly educated or enormously resourceful, as some of the most valuable inventions have been made by persons and professionals of a very modest background.

By doing this you will not only share an experience of excitement and achievement, but also a feeling of pride and privilege.

Action taken from the future workshop given to various stake holders in the department managed to do the following possible activities;

1. a) Training is no longer taught in isolation but as a team both lecturers and technicians to avoid mismatch of content.
2. b) Practical related lessons are now taught in laboratories and workshops for easy linkage theory to reality
3. c) Students attend practicals regularly and have not made any strike so as to miss out any practicals due for them.
4. d) Head of department for mechanical and production engineering has procured some training materials for student to practice.
5. e) Content delivery method has been by use of soft copy like projectors and video clips and gives students all the assignment for the semester in their hands ahead of time for them to read a head so as to improve on time management.

5.2 CONCLUSIONS

Introduction

None of the above mentioned methods is singularly suitable or sufficiently effective for any training activity. Every method has its own advantage or disadvantage. It is from this angle of understanding that there is need to make proper selection of teaching methods quite carefully, taking into account a number of factors and going for the most appropriate ones. However, each method can be used more effectively if the trainer is well versed with the related skills to be taught. Research findings identified Demonstration hands on, explanation and Group work discussion as the most effective but needed further improvement to enhance skills acquisition in students.

 Gaps identified in the present practical training methods in production technology at the DMPE like large number of learners, lack enough time to prepare practicals, lack competent trainers to handle the tasks, lack of training facilities and lack of students training materials can only be solved by intervention of the management.

5.2.1 Improving practical training methods in production technology at DMPE

1. a) There must be enough training materials for students to practice as the technician is demonstrating so that they move at the same pace to ensure that skills acquisition is achieved.
2. b) The above methods works better with small number of learners according facilities; it requires very competent trainers to avoid errors, training materials should be in place and it requires more time to benefit learners.
3. c) This method is very applicable with Small numbers of trainees so that guidance is possible to reach each student since they have different learning capabilities.
4. d) There should be enough training tools so that participatory learning is possible especially when the type of demonstration is stage by stage
5. e) There should motivation in student learning process with a good number of teaching AIDS like video clips and simulations to ensure that student’s curiosity to learn is not killed
6. f) Smart objective should be emphasised to answer why the learning is necessary and were it is applied by giving live examples.
7. g) Students should be brought on board by finding out their past experiences then group them according to experience for better planning of learning exercises keep them interested in the learning process.
8. h) The technician should find out the students expectations so that the attitude to learn is also maintained.
9. i) The Technician should have enough competence to demonstrate the task to students and allocate them appropriate time to re do the task

5.2.2 Future workshop

Action taken from the future workshop given to various stake holders in the department managed to do the following possible activities;

a) Training is no longer taught in isolation but as a team both lecturers and technicians to avoid mismatch of content.

b) Practical related lessons are now taught in laboratories and workshops for easy linkage theory to reality

c) Students attend practicals regularly and have not made any strike so as to miss out any       practicals due for them.

d) Head of department for mechanical and production engineering has procured some training materials for student to practice.

e) Content delivery method has been by use of soft copy like projectors and video clips and gives students all the assignment for the semester in their hands ahead of time for them to read a head to improve on time management.

5.3 RECOMMENDATION

Kyambogo University and the department of mechanical and production engineering should recruit more technical staff in practical areas to be able to use the above I identified methods effectively without which good methods alone cannot improve training that we are advocating for.

It is also important to note that good methods will be effective when the facilities to be used are in good working condition therefore repairs are immediately required for faulty machines.

The large numbers of students in the department to benefit from these methods we need to have another shift so as to fulfill the conditions of these methods because they require a little more time than lecture method which can handle large numbers at once.

Selection of the Right Method for practical training depends largely on the following factors;

♦ Learning objective

♦ Trainers competence to handle the task.

♦ Trainees attitude and interest to learn

♦ Educational level of the trainee

♦ Age and experience of the trainee

♦ social/cultural environment in which training is taking place.

♦ Learning environment in terms of safety and aeration

♦ Subject content

♦ Time and material factors should be considered

5.4 Suggestions for Further Studies

Other areas for further research include studies on training facilities and instructors to  produce a self sustaining graduate who meets present market demand.

APPENDIX I:  WORK PLAN

This action research began in November 2015 will end in May 2016

APPENDIX II:  RESEARCH TOOLS USED

To identify the training methods used we employed questionnaire as a tool to identify the training methods used in production technology which was responded by four (4) lecturers and four (4) technicians teaching production technology and got the following methods.

METHODS APPLIED IN TEACHING PRODUCTION TECHNOLOGY AT DMPE

Table 3: Methods Applied In Teaching Production Technology at DMPE

Pugh matrix tool for decision on appropriate practical training method as administered in mechanical and production department

RESPONDENT ……………………..

To administer this tool, the following guidelines have to be used.

Compare each training method against the baseline method of hands on criteria by criteria and decide a pair wise score with

+     = appropriate

–    =not appropriate

It is also possible to add extra levels of discrimination by using

++          = very appropriate

 – –        =not appropriate at all

Table 4: scores obtained from the pugh matrix

 APPENDIX III: THE PROJECT BUDGET

Photographs from future workshop

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