Impact of geometrical construction on students’ creativity skills for sustainable development
DOI:
https://doi.org/10.37134/ejsmt.vol7.2.5.2020Keywords:
Technical Drawing, Geometrical Construction, Creativity Skills, Sustainable DevelopmentAbstract
The study investigated the perception of teachers and students on the impact of geometrical construction on students’ creativity skills for sustainable development in Edo State technical colleges using descriptive survey research design. The sample for comprised of 20 technical drawing teachers and 150 year II students randomly selected from the six technical colleges Edo State. A 20-item questionnaire was derived from literature reviewed was the instrument for data collection. The instrument was subjected to face validation by three experts. Cronbach Alpha method was used to establish the internal consistency of the instrument and a reliability index of 0.85 was obtained. Mean statistic was used to answer the research questions while the t-test was used to test the null hypothesis at .05 level of significance. The findings from the study indicated among others that geometrical construction enhances students’ diversity thinking; there was no significant difference between the perception of technical drawing teachers and students on the impact of geometrical construction on students’ creativity skills for sustainable development. Based on the findings of this study, it was recommended among others that: technical drawing teachers should utilize problem-solving instructional methods and strategies in their lessons in order to carry each student along, enhance students divergent thinking and creative skills, foster scientific and technological discoveries.
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References
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[2] National Board for Technical Education (2008). Revised curriculum for technical colleges and polytechnics. Kaduna: NBTE.
[3] Etuk, N.E., Afangideh, M.E. & Uya, A.O. (2013). Students’ perception of teachers’ characteristics and their attitude towards Mathematics in Oron education zone, Nigeria. International education studies, 6(2), 197-204.
[4] Mbanefo, M.C. (2015). Developing creativity skills in basic science students: Prospects and challenges. Journal of the science teachers association of Nigeria, 50(1), 207-216.
[5] Franken, R.E. (2014). What is creativity? Retrieved on 2nd January. 2015 from
www.Csun.edy/vcpsyOOh/creativity/define.htm
[6] Kurumeh, M.S. & Dogo, J. D. (2015). Teaching secondary school Mathematics for creativity and innovation for application in the transformation of the 21st century global economy. Abacus: The journal of the Mathematical association of Nigeria, 40(1), 340-349.
[7] Gale Encyclopedia (2012). Higher education curriculum: Innovation in undergraduate curriculum Retrieved on 2nd January. 2015 from
http://www.google.com.ng
[8] Ogbuanya, T.C. & Bakare, J. (2014). Mechatronics skills required for integration into electrical/electronic engineering technology programme in polytechnics for sustainable employment of graduates in contemporary Nigeria. Nigeria vocational association journal 19(1), 190-197.
[9] Chigbu, B.C., Onah, B.I., Ibebuif, U. & Obi, C.A. (2017). Need for skill acquisition in data management for secondary school students’ in South-East Universities for sustainable development in Nigeria. International
journal of studies in education, 15(3), 35-46
[10] Bellis, M. (2014). What is creativity? How can you increase creativity? Retrieved on 2nd January. 2015 from
http://inventor.about.com/od/creativity/f/What-is-creativity.htm
[11] Grigg, R. (2010). Becoming an outstanding primary school teacher. Harlow: Pearson Educational limited.
[12] Khariree, K. (2015). Creative thinking in mathematics with Tangrams and the geometer’s sketchpad. proceedings of the 20th Asian Technology conference in Mathematics (Leshan, China).
[13] Sambo, Y.A. (2015). Effect of teachers’ background knowledge of senior secondary mathematics course contents on students’ achievement in geometry. Abacus: The journal of the Mathematical association of Nigeria, 40(1), 134-142.
[14] Nwankwo, M.C. & Okafor, T.U. (2015). Refocusing physics education for creativity: An imperative for sustainable development. Journal of the science teachers association of Nigeria, 50(1), 34-39.
[15] UNESCO (2012). Education for sustainable development action plan. Paris: France 7, place de Fontenoy. Retrieved on 5th May, 2014 from
http://unescdoc.unesco.org/images/0015/001524/152453eo.pdf
[16] Cebrian, G. & Junyent, M. (2015). Competencies in education for sustainable development: Exploring the student teachers’ views. Sustainability, 7, 2768-2786.
Doi: 10.3390/su7032768
[17] Oviawe, J.I. & Anaele, E.O. (2019). Carpentry and Joinery skills required by technical college graduates for sustainable development in Edo and Delta States, Nigeria. Being a paper presented at the 1st International Conference and Homecoming of the Faculty of Vocational and Technical Education, University of Nigeria, Nsukka in collaboration with NKB-Lucubrate, Norway on 2nd – 6th July, 2019 at Princess Alexandra Auditorium.
[18] UNESCO (2005). United Nations Decade of Education for Sustainable development. Draft international implementation scheme. UNESCO: Paris, France. Retrieved on 5th May, 2014 from
http://portal.unesco.org/education/en/file_download.php/e13265d9b948898339314b001d91fd0draftFinal+llS.pdf
[19] Gisela, C. & Merce, J. (2015). Competencies in education for sustainable development: Exploring the student teachers’ views. Sustainability, 7, 2768-2786.
[20] Okafor, N.P. (2007). Re-assessing teacher education programme in Nigeria. A focus of Federal colleges of education (Technical). In: J.B. Babalola, G.O. Akpan & A. O. Ayeni (Eds.), Managing technical and vocational education in the era of globalization, 29-32.
[21] Omoifo, C.N. (2012). Dance of the limits, reversing the trends in science education in Nigeria. Inaugural lecture University of Benin, Benin City.
[22] Omorogbe, E. & Ewansiha, J.C. (2013). The challenge of effective science teaching in Nigerian secondary schools. Academic journal of interdisciplinary studies, 2(7), 181-188.
[23] UNESCO (2017). Education for Sustainable Development. Retrieved on 12th April, 2018 from
http://en.unesco.org/themes/education-sustainable-development
[24] Bajracharya, I.K. (2010). Influencing factors of critical thinking in classroom teaching Education quarterly, 1(1), 15-21.
[25] Rampersad, G. & Patel, F. (2014). Creativity as a desirable graduate attribute: Implications for curriculum design and employability. Asia-Pacific journal of cooperative education, 15(1), 1-11.
[26] Fakayode, S.A. (2005). Teaching for creativity: The missing gap in curriculum implementation. In: Dada, A, Abimbade, A. & Kolawole, O.O. (Eds.), Issues in language, communication and education. Ibadan: Constellations Books, 455-465.
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Published
2020-09-15
How to Cite
OVIAWE, J. I., & Uddin, P. S. O. (2020). Impact of geometrical construction on students’ creativity skills for sustainable development. EDUCATUM Journal of Science, Mathematics and Technology, 7(2), 40–49. https://doi.org/10.37134/ejsmt.vol7.2.5.2020
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