Dissertation
Download 2.1 Mb.
|
- Navigate this page:
- Composite 2.73 1.230
Source: Field Data (2023) The findings outlined in Table 4.15 suggest that students enrolled in mechanical engineering programmes at technical universities in Ghana possess a moderate level of agreement regarding their proficiency in utilising computer-aided design software (CAD) for engineering designs, computer-aided manufacturing (CAM) for item production, and cloud computing for design research and simulations. The results indicate that the participants possess a certain degree of acquaintance with the laboratory equipment and technologies. However, the mean scores for these variables are comparatively low, spanning from 2.65 to 2.97, accompanied by standard deviations ranging from 1.145 to 1.333. The findings are consistent with prior studies that have emphasised the efficacy of computer-based technologies in augmenting engineering education, as demonstrated by Kearney et al., (2020) and Mystakidis & Christopoulos, (2022). The integration of CAD, CAM, Machine learning, and cloud computing technologies in mechanical engineering education has the potential to augment the technical competencies of students and equip them with the requisite skills to meet the demands of the engineering industry. The students' moderate level of agreement regarding their proficiency in utilising laboratory equipment indicates that there is potential for enhancing the incorporation and application of these technologies within the educational setting. Furthermore, it is evident that students enrolled in technical universities in Ghana exhibit a moderate level of consensus with respect to their proficiency in utilising laboratory equipment for instructional purposes, commonly referred to as Teaching Laboratory Equipment (LET). The user exhibits a moderate level of agreement regarding their proficiency in utilising computer-aided design software (CAD) for engineering designs, computer-aided manufacturing (CAM) for production purposes, and cloud computing for simulations and design research. In a similar vein, the students have expressed a moderate level of concurrence with respect to their proficiency in utilising contemporary engineering tools, performing experiments utilising cutting-edge software, analysing and extrapolating data using modern computer software, and engaging in regular practise with computer-aided design software within the laboratory. The findings revealed that despite having some familiarity with LET, students' proficiency and expertise in utilising contemporary engineering tools and software could benefit from further enhancement. It is noteworthy to consider that the responses of students could be impacted by various factors, including but not limited to, their access to resources, level of training, and individual experiences. Therefore, further investigation may be warranted to explore these factors and devise tactics for enhancing students' proficiency in utilising LET. Based on the composite mean score of 2.73, it can be inferred that the respondents possess a moderate level of perceived ability in utilising laboratory equipment for teaching purposes. Nonetheless, there exist specific domains where survey participants exhibit lower levels of self-assurance, such as the development and implementation of experiments utilising novel software. The aforementioned results offer valuable perspectives on the domains that may necessitate additional instruction or assistance to augment the competencies and proficiencies of the participants in utilising laboratory apparatus proficiently for educational objectives. The findings align with prior scholarly inquiry that underscores the significance of experiential learning and applied instruction in the realm of engineering pedagogy (e.g., L. Li, 2020; Rodriguez & Lieber, 2020) The modest degree of consensus among students with respect to their proficiency in utilising LET underscores the necessity for ongoing investment in laboratory infrastructure and apparatus, in conjunction with recurrent instruction and aptitude enhancement for both students and faculty. The findings point a moderate degree of consensus among students concerning their contentment and proficiency in utilising laboratory apparatus for instructional purposes within the context of mechanical engineering education in technical universities located in Ghana. The students have recognised their adeptness in utilising contemporary engineering tools and software for diverse engineering assignments. However, there exists a significant disparity in their viewpoints, which implies that supplementary training or assistance is necessary to maximise the potential of these resources. The outcomes of the study are in line with prior studies that emphasise the significance of advanced laboratory equipment and modern technologies in improving the calibre of engineering education and equipping students with the necessary skills for the engineering sector (Devadiga, 2017; Menon & Suresh, 2020) The presence of divergent viewpoints among students highlights the necessity of adopting a comprehensive and methodical strategy for the assimilation of laboratory equipment and contemporary technologies in engineering education. This approach is crucial to guarantee equitable access and proficiency in the utilisation of these resources by all students. Studies should explore the determinants that underlie the heterogeneity in students' viewpoints and devise tactics to foster the proficient utilisation of laboratory apparatus and contemporary technologies in mechanical engineering instruction within technical universities in Ghana. The present study has the potential to provide valuable insights into the formulation of policies and interventions aimed at improving the integration and utilisation of laboratory equipment and contemporary technologies in engineering education. Furthermore, it could contribute to the existing body of knowledge on the efficacy of digital technologies in engineering education. Table 4.16 Results on workshop equipment for training (WET)
Download 2.1 Mb. Share with your friends:
|