Student’s Perception of Teachers’ Knowledge, Attitude and Skills in the Teaching of Technical Drawing in Edo and Delta States, Nigeria

Patrick Oyaimare Uddin, Raymond Uwameiye, Samuel Chukwuemeka Nwachokor


This paper focuses on students’ perception of teachers’ knowledge, attitude and skills in the teaching of technical drawing in Edo and Delta States of Nigeria. The empirical results are based on a quantitative survey of 300 students who were asked to evaluate their technical drawing teachers. The findings show that technical drawing students perceived their technical drawing teachers to have some negative attitudes because they disliked some of their students (2.18±1.17), rarely show concern when students have problems of poor understanding of some technical concepts (1.27±1.13) and always waited for students to remind them of their teaching periods (2.30±1.15). Some of the positive attitudes attributed to their teachers were; they always encourage good laboratory habits among technical drawing students (3.39±0.93) and encouraged parents to equip their children with the required materials they need for effective learning of technical drawing (3.34±0.91). Further, students perceived their teachers effective in preparing and organizing lesson notes adequately (3.27±0.93) as such applied facts and principles to problem-solving (3.31±0.86). The findings support the conclusion that there are aspects of teachers’ knowledge, attitude and skills in teaching technical drawing that is less than excellent and in need of further enhancement.


students' perception; teachers' performance; teacher behaviour; technical drawing

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