ABSTRACT

Failure of the current National Business and Technical Examination Board (NABTEB) Building/Engineering Drawing (BED) syllabus in guiding National Technical Certificate (NTC) students to acquire actual entry-level Computer-Assisted Building/Engineering Drawing (CABED) competencies before graduation from school prompted the Development of ComputerAssisted Building/Engineering Drawing Competency-Based Instructional Programme (CABEDCBIP). In achieving the study objectives, eleven research questions were posed and two null hypotheses were formulated. The research and Development (R&D) method was used and the study was delimited to Science and Technical Colleges (STCs) in Benue State. The population of the study was 5,926 (504 industry experts [147 Architects, 249 Engineers & 108 Builders], 39 BED instructors, and 5,383 NTC students) drawn from industry practitioners and seven National Business and Technical Education Board (NBTE) accredited STCs respectively. A sample size of 639 was used and a Multi-stage sampling was used to select 88 industry experts, 39 BED instructors, and 512 NTC II students. The instruments for data collection include ComputerAssisted Building/Engineering Drawing Competency Needs Profile (CABED-CNP), ComputerAssisted Building/Engineering Drawing Instructional Method Questionnaire (CABED-IMQ), Computer-Assisted Building/Engineering Drawing Competency Contents and Objectives (CABED-CCO) and Computer-Assisted Building/Engineering Drawing Test (CABED-T). CABED-CNP was validated by one industry expert. CABED-IMQ and CABED-CCO were validated by two technology education teachers and CABED-T was validated by one measurement and evaluation expert. The reliability coefficient of CABED-CNP was found to range from 0.61 to 0.80.; that of CABED-IMQ and CABED-T was found to be 0.84 and 0.74 respectively. Data were collected through direct contact. The descriptive statistics of frequency (N), percentage (%), and mean scores were used to address the research questions posed. Furthermore, the two-proportion z-test was used in testing the null hypotheses at 0.05 significant levels. Findings amongst others revealed that CABED-CBIP had a positive impact on NTC II students, a significant difference exists between male and female NTC II students’ competency level in CABED-CBIP in favour of male students, a significant difference exists between urban and rural NTC II students’ competency level in CABED-CBIP in favour of urban students. Based on the findings of the study, recommendations were made amongst others that NABTEB should review the current CABED component of the BED syllabus with a view to | accommodating the actual CABED competencies as captured in CABED-CBIP, BED Instructors and teachers should always select a mix of competency-based procedures that adequately cater for the learning sensitivities of female NTC students when teaching CABED component of BED syllabus and BED instructors should always come up with a mix of competency-based instructional procedures that adequately take care ofthe disadvantages inherent in students from rural areas when implementing the CABED component ofBED syllabus.