Abstract
This research started from the analysis of problems existing in the present metal benchwork practice course for the first year skilled worker students (age from 16-20 years old), at the King Mongkut's Institute of Technology, North Bangkok Campus, Thailand. The contents of the course were derived from the training specification which was formulated from the analysis of the present workshop exercise project. With the use of a systems approach the new training system was designed, consisting of four successive training stages. The main aims of the design were to minimize the teacher's load and at the same time to achieve students performing all workshop tasks for the teacher. Two methodologies were used; first, a systematic distribution of student tasks throughout the four training stages; second, the use of individualized learning. Due to a number of limitations on the researcher, the new training system and learning materials were designed and prepared for use only in the first half of the semester, and the second half continued the traditional system. Four different types of self-learning materials were designed particularly for each training stage, using the technique of pictorial narrative information, information mapping, and linear pictorial programmed quizzes. The network diagrams were used to organize contents of topics and exercises of the four stages. A number of experiments were carried out in comparative studies of different learning methods in the first stage of the new training system, using students from two intact classes of the concrete construction trade. Students were mixed together and then divided into two equal groups. The comparative studies were between self-learning with study unit programmed texts of my design and lectures, and on commercial extracts between solutions given to the exercises and no solutions given to the exercises. The new training system was implemented with the same two classes of students. The researcher supervised students from the apprentice scheme class, while two regular workshop teachers did the conventional scheme class. Analysis of results of the training were carried out on both parts of workshop knowledge, i. e. benchwork theory and technical drawing, and workshop exercises. The former were analysed up to the end of the workshop practice course, while the latter to the end of the new training system. In evaluating the new training system a series of criterion questions were formulated and all were expected to be answered positively and satisfactorily. The required answers were gathered from results and conclusions of many areas of student achievements, survey questionnaires of students' attitudes and preferences, and teacher interviews. Results on areas of weakness were tabulated and suggestions were made on improvements which could be carried out.