Learning Difficulties in Building Measurement
Patience F. Tunji-Olayeni1, Lekan M. Amusan2, Ignatius O. Omuh3, Adedeji O. Afolabi4 and Rapheal A. Ojelabi5
1,2,
3, 4,5
Abstract
Building measurement is a course taken by students in construction related programmes. It provides the basic skill required for evaluating the cost of proposed construction work and the calculation of final accounts for work executed. Building measurement is calculation-based and requires great skill in mensuration and a good understanding of design and construction. Competence in building measurement holds great benefits for students and the construction industry at large. Students who have an understanding in the course would likely perform better than those who have difficulties in the course. Furthermore, students who graduate with a proficiency in building measurement would likely be absorbed into the industry to augment existing building economists and replace ageing ones. However, it has been noted that students’ generally have learning difficulties with calculation courses. Hence, the study sets out to identify the learning difficulties encountered by students in building measurement. The study adopted a qualitative research design with the use of in-depth semi structured interviews in order to obtain a full understanding of the difficulties encountered by students in building measurement. Twenty five students of building department from a university in Nigeria were interviewed. Data generated from the interview were tape-recorded, transcribed and then analyzed with the use of the NVivo software. The interviews revealed three sources of learning difficulties namely: lecturer, lecture and learning facilities. The interviewees noted that in some cases the teaching style of the lecturer made it difficult for students to comprehend the course. Students desired that lecturers would not assume that they already possess knowledge but rather teach them step-by-step and not rush over the lecture in a bid to cover up the course outline. The interviews further revealed insufficient examples and non-interactive nature of lectures as lecture sources of learning difficulties. Some of the students noted that examples given in class were not illustrative enough which makes comprehension difficult. The students also desired student – centered - learning that would encourage students’ participation and increase understanding of the course. Lack of exposure to soft wares and indigenous textbooks on building measurement were identified as the learning facilities sources of learning difficulties. Most of the students reported that the use of soft wares would aid in visualizing and understanding the theories of construction process which is needed for building measurement. The interviewees noted that text books written by indigenous people would further increase understanding of the course. The students pointed out that foreign textbooks emphasis the use of certain building fabric that are not used in Nigeria thereby making comprehension a little difficult. Recommendations for improving students learning in building measurement include: site visits, sufficient examples, reference to indigenous textbooks, interactive teaching sessions and use of 3D drawings and videos. Learning difficulties identified in this study would be operationalized in further studies using quantitative research design with well-structured questionnaire to determine the extent of learning difficulties in building measurement among students of other higher institutions in Nigeria.
Key words: building, building measurement, learning difficulties, Nigeria, students,
1.0 Introduction
Measurement of quantities is a core skill which must be inherent in all graduates fromQuantity Surveying courses. Many students find this subject difficult to grasp, and thelearning experience can be problematic especially in the first semester of first year. This is notunique to measurement as in many cases first year students are in the process of adapting to anew stage in their life, along with attempting to master many new subjects (Cottrell, 2008).This is reinforced by Johnston (2010) who highlights the many challenges being experiencedby first year students and observes that entering first year is one of the most powerfulelements of the university experience (Johnston 2010,). The method of delivery generallyfavoured by lecturers on measurement modules focuses on traditional manual measurementtechniques, which some may argue, contradicts current work practices. In industry, thewidespread utilisation of computerised systems has to a great extent made the labour intensivemanual processing of dimensions redundant. Many commentators within the QuantitySurveying profession question the efficacy of traditional lectures for students who willeventually be employed in a computerised environment. Blight (2000) investigates the meritsand deficiencies of traditional lectures, and points out that “lecturing is the most commonmethod when teaching adults, in spite of opportunities for innovation provided by changingtechnology.” (Blight 2000).
There is unease within the surveying profession that standards of measurement havedecreased over the last ten years. Earl (2009) suggests that if Quantity Surveyors don’t defineand implement professional measurement standards, then other professionals may fill thevoid. With the Quantity Surveyor’s role diversifying into Project Management, Life CycleCosting, etc, there is a danger that they may neglect or become complacent over skills whichhave traditionally been the nucleus of the profession. Earl (2009) cites comments made bycolleagues: “Quantity Surveyors don’t measure” and “Measurement is a technician’s job” asgeneric comments which could erode profession’s commitment to high standards. Heemphasises that “as part of cost control, we can’t escape from the need to break down the costof building works into enough detail so our clients understand what they are buying and whatother costs they may need to budget for” (Earl 2009 p16). Hence, the study sets out to identify the learning difficulties encountered by students in building measurement.
2.0 Literature Review
2.1Teaching Measurement
In the workplace prior to 1990, measurement was carried out manually using hand writtendimension sheets, which upon completion were transferred into Bill of Quantities format viatype-writer and later using word processors. From an industry perspective, this process waspredominantly confined to history with the onset of computerised measurement from the early1990’s onwards. Software packages such as Buildsoft allowed the Quantity Surveyor to enterthe quantity dimensions directly into a computerised programme, which completed allcalculations and produced an instantly formatted ready to print document. In the last fiveyears, there have been further advances with the introduction of three dimensional modeling packages such as BIM (building information models), where drawings can be uploaded andassociated quantities extrapolated from the model. Despite these radical systemic changes inthe Quantity Surveyor’s role, this is not fully incorporated into measurement modules atundergraduate level. The method of delivery generally favoured by lecturers on measurementmodules focus on traditional manual measurement techniques, which some may arguecontradicts current work practices (Hodgson 2010). The overwhelming majority of QuantitySurveyors in industry are fulfilling the measurement function via means of advancedcomputer software; hence the question must be posed: Is the practice of teaching traditionalmanual measurement an outdated and redundant modus operandi?
2.2Skills of Measurement
In order to establish a platform from which the merits of good teaching practice in relation tomeasurement can be critiqued, the key skills of measurement must be identified. Quantities ofconstruction work are used for several purposes in construction. Pickens and Jagger (2005)who are Quantity Surveyors, described measurement and quantification as a processconcerned with converting construction drawings into words and numbers in accordance witha strict set of rules. Nani and Adjei-Kuni (2007) state that the quantities are usually compiledinto bills of quantities which are used to establish an estimate for construction cost andsubsequent control of the construction work. Fortune and Skitmore (1993) give acomprehensive summation of traditional measurement skills and competencies, and identifythe essential attributes of a person quantifying construction work. These include a thoroughThe relevance of teaching traditional measurement techniques to undergraduate quantity surveying students.knowledge of building construction: acquaintance with the ordinary rules of measurement:knowledge of the customs of each trade; tact; patience; accuracy; energy; common sense;initiative; and imagination to visualise building design details. Willis and Newman (1988)also ponder on these attributes, and also add the ability to write clearly, take care, thinklogically and possess a sound knowledge of building materials. Measurement can also beundertaken in contractor’s organisations, and in this setting Hodgson (2010) feels that a goodbasic numerate education is invaluable, along with site experience, ability to read andinterpret drawings, a neat, methodical and tidy habit, ability to cope with vast amounts ofpaperwork: curiosity: confidence and the flexibility to pick up useful information. He alsofinds that four overall characteristics must be present in the practitioner for goodmeasurement to follow, and they are: good organisational ability: intuition; application: and
aptitude.
The skills and competencies outlined above are consistent with traditional practice, and areenshrined in traditional modes of delivery for this subject. Many commentators within theQuantity Surveying profession question the efficacy of traditional lectures for computerliterate students (Hodgson 2010), and should the teaching of manual take-off be phased out?They also observe that the challenge of evolving pedagogy to meet the needs of modernstudents is daunting, but say that educators should note that this generation values education.Furthermore they emphasise that these students learn in a different way than theirpredecessors did, but they do want to learn. My experience of students on Quantity Surveyingcourses is that they do acknowledge that measurement is a core subject and must be masteredif they wish to pursue a successful career in this field. Hence, there is generally an enthusiasmto excel in this subject which may not be evident in more peripheral modules on the course.
Race (2001) advises that “whatever sort of training we think about or whatever sort ofeducational experience we consider, the one thing they all need to have in common is thatthey lead to effective learning.”(Race 2001, p1). A significant challenge for lecturers delivering measurement is not just the measurement takeoff procedure in itself, but to ensure that students have sufficient knowledge andunderstanding of construction technology to enable them to measure. An in-depth knowledgeof measurement technique will be inadequate if the student does not possess a technicalknowledge and understanding of building or civil engineering technology Seeley (1999). Withthis in mind, the delivery of measurement modules can not be considered in isolation. AsThe relevance of teaching traditional measurement techniques to undergraduate quantity surveying students, there is a void in the student’s understanding of construction technology, it is intrinsicallylinked to that student’s grasp of measurement. It must be acknowledged that in the early yearsof a Quantity Surveying undergraduate course, students are required to learn how to measure,however many of them do not yet have this underpinning knowledge and understanding.There are many factors that lead to good teaching and learning on measurement modules, andit would be simplistic to conclude that computerisation of all aspects of the course will be apanacea for all the inherent problems. Browne and Race (2002) find that it’s not unusual forlecturers and students to have completely different views of what lectures are for, which canlead to all kinds of unsatisfied expectations and misapprehensions. Blight (2000) points tomotivation as being a key component of student learning, and observes that “ there’s only onething more contagious than enthusiasm and thats lack of it.” (Blight 2000, p59). Althoughmanual measurement is no longer used from a commercial point of view in the workplace, itsvalue as a learning tool should not be under estimated. Race (2001) talks about sharedlearning experiences, opportunities to learn by doing and the way students need to make senseof what they already know. In my opinion, manual measurement carried out by small groupsin tutorials enhances these vehicles of learning where usage of measurement software
packages would not.
3.0 Methodology
The study adopted a qualitative research design with the use of in-depth semi structured interviews in order to obtain a full understanding of the difficulties encountered by students in building measurement. Twenty five students of building department from a university in Nigeria were interviewed. Data generated from the interview were tape-recorded, transcribed and then analyzed with the use of the NVivo software
4.0 Findings
The interviews revealed three sources of learning difficulties namely: lecturer, lecture and learning facilities. The interviewees noted that in some cases the teaching style of the lecturer made it difficult for students to comprehend the course. Students desired that lecturers would not assume that they already possess knowledge but rather teach them step-by-step and not rush over the lecture in a bid to cover up the course outline. The interviews further revealed insufficient examples and non-interactive nature of lectures as lecture sources of learning difficulties. Some of the students noted that examples given in class were not illustrative enough which makes comprehension difficult. The students also desired student – centered - learning that would encourage students’ participation and increase understanding of the course. Lack of exposure to soft wares and indigenous textbooks on building measurement were identified as the learning facilities sources of learning difficulties. Most of the students reported that the use of soft wares would aid in visualizing and understanding the theories of construction process which is needed for building measurement. The interviewees noted that text books written by indigenous people would further increase understanding of the course. The students pointed out that foreign textbooks emphasis the use of certain building fabric that are not used in Nigeria thereby making comprehension a little difficult.
Table 1:Sources of Learning Difficulties
Lecturer / Lecture / Learning Facilities1 / Teaching style / Insufficient examples
Non interactive lectures / Lack of exposure of software
Insufficient indigenous text books
5.0 Recommendations and conclusions
Recommendations for improving students learning in building measurement include: site visits, sufficient examples, reference to indigenous textbooks, interactive teaching sessions and use of 3D drawings and videos. Learning difficulties identified in this study would be operationalized in further studies using quantitative research design with well-structured questionnaire to determine the extent of learning difficulties in building measurement among students of other higher institutions in Nigeria.
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The relevance of teaching traditional measurement techniques to undergraduate quantity surveying students.