STRATAGEMS FOR IMPROVING THE TEACHING METHODOLOGIES
IN MECHANICAL TECHNOLOGIES AT THE CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE

BEUKES Johannes Andreas Gerhardus
School of Mathematics Science and Technology Education, Faculty of Humanities, Central University of Technology, Free State,
jbeukes@cut.ac.za

Abstract
This study looked at different strategies and teaching methods in an effort to enhance the teaching of Mechanical Technology to student lecturers at School of Mathematics Science and Technology Education, Faculty of Humanities, Central University of Technology, Free State, South Africa. It assessed the most common and frequently used teaching methodologies used by lecturers. The target population was the student lecturers enrolled for the qualification Baccalaureus Educationist: SP & FET: Technology, Specializing in Mechanical Technology. 10 3rd year students and 15 2nd year students who are enrolled in the mentioned qualification were asked to participate in this study to make this study meaningful and realistic. The instrument used in this research was the Learning Style Preference Questionnaire. The instrument makes use of a 5 point Likert scale as well as questions. The descriptive survey research was employed and both the two research paradigms (qualitative and quantitative) were use. The major findings revealed that the students knew the teaching methods, as it forms part of the training curricula of student lecturers, and that they have their own opinion on the best methods to use in the different situations required for teaching a practical subject such as Mechanical Technology that comprises of two distinct areas namely a theoretical component and a practical, hands on, component. The major challenges identified were the lack of practical experience due to limited time and resources available. Recommendations made include that more time be allocated for practical periods to ensure enough time to master the skills needed and that more resources be made available. The challenge for the students will still be the marrying of the practical part with the theoretical part of the curriculum. The methodologies used in the lecture room and the laboratory needs to be as real as possible. It is also encouraged that a variety of teaching methodologies be used in the lecture room and laboratory to avoid boredom.

Keywords: Mechanical Technology, teaching methods, demonstration.