Developing A Peer Instruction Framework For Teaching Technical Drawing In Technology-Based Education At Nigerian Universities

Abstract

This study aimed to develop a peer instruction framework for enhancing technical drawing teaching in Nigerian Universities. The research explores the effectiveness of peer instruction in improving students' academic achievement in technical drawing. This comprehensive approach aims to contribute to the development of a well-designed instructional framework tailored to the unique educational context of technical drawing in Nigerian schools. The study employed the Delphi research strategy to establish a consensus about elements necessary for teaching technical drawing skills within peer instruction's independent and dependent learning phases. This effort culminated in formulating the Four D Model (4-D model), encompassing planning, independent learning, dependent learning, and evaluation. This model serves as a structured guide for the effective teaching and learning of technical drawing in peer instruction classes. To assess and understand the interrelated factors, we integrated Structural Equation Modeling (SEM), a statistical technique facilitating the testing and evaluation of multivariate causal relationships. SEM enabled a holistic comprehension of the considered variables. Subsequently, the insights from each stage informed the development of a scientifically grounded procedure for implementing peer instruction in teaching technical drawing skills within Nigerian Universities. The application of the 4-D model ensured the proficient execution of hands-on activities and teaching methodologies, promoting skill development. In conclusion, we strongly advocate for the widespread adoption of this research-based framework in Nigerian schools. Its implementation promises to enhance students' practical skill acquisition through an active learning process, thereby elevating the quality of technical drawing education.