CHAPTER 1

1.0

INTRODUCTION

Building studies as one of the practical subjects offered in most secondary schools does not
require sophisticated and expensive resources. On its own, this subject equips learners with
after school skills which will subsequently render them self-reliant.
Four basic skills are expected to be mastered if one is to be considered competent in as far as
the practical orientation of Building Studies is concerned. It is through the artful execution of
these skills that one can build long-lasting and beautiful structures. These equally unique
skills are squaring, plumbing, levelling and alignment. Learners doing Building Studies
should therefore develop a knowledge and appreciation of the ways to articulate these skills
without any compromise.
Lovell (1973) suggests that frequent practise is essential if learners are to gain confidence and
improve their ability to demonstrate these skills without hesitation. Plumbing as one of the
techniques enables walls to be built vertically at 90 angle to the horizontal plain surfaces. in
engineering sense walls are regarded stable provided their centre of gravity is falling within
the middle third of their basis. This enables a wall to remain standing strong and cannot give
in under lateral or opposing forces. This chapter presents the background of the study
statement of the problem, assumptions, objectives, justifications of the study, limitations and
delimitations of the study are spelt out.

1.1
Despite the

BACKGROUND OF THE STUDY

importance of performing plumbing skill correctly plays, there was a general

complaint among teachers at Martin High School of performing plumbing poorly by pupils.
Pupils projects are not pleasing at all as far as plumpness is concerned. The walls are either
battered or over hanging which compromise their outlook even their stability.
The researcher checked the practical record books for the past three years of different forms
and showed that skill of plumbing was being performed poorly by almost every pupil. More
so, pupils fail the skill of plumbing for the first two projects of the term. Noticing this
shortfall various questions flooded the researchers mind, which he could not find answers to,
the researcher decided to carry out a research on the problem. Around those questions, a
1

statement of the problem was formulated to guide the researcher on the issue to be focused
on.

1.2

STATEMENT OF THE PROBLEM

Pupils in form two Martin Spur Secondary School are failing to apply the plumbing
techniques yet they can demonstrate other necessary skills required in bricklaying. What
could be the possible causes and their solutions?

1.3

ASSUMPTIONS

Generally, the following factors could be assumed to be the major elements contributing to
poor performance by the pupils. They could be pupil-related, teacher-related or could be
actually the school itself
i.

Through the observation of the pupils work the researcher had the notion that pupils

ii.

had been previously given projects to attempt.

The researcher also had the idea that pupils performance in plumbing would improve
given some proper guidance through practice.

1.4

RESEARCH QUESTIONS

1. Does the pupils knowledge in plumbing techniques contribute to battered and

overhanging walls?
2. Is there a relationship between teaching methodology and approaches versus
performance in plumbing?
3. Is there a relationship between the availability of enough spirit levels versus
performance in plumbing? .
4. Does practice affect performance of the skill?

1.5

OBJECTIVES OF THE STUDY

The objectives of the study/research are to:

A. Establish causes of poor performance in plumbing
B. Establish the effects of poor performance in plumbing
C. Make recommendations to improve the pupils performance in plumbing.

1.6

SIGNIFICANCE OF THE STUDY

The outcome of the study will enhance an outstanding contribution to the improvements
in the pupils performance on plumbing. Those who will be very successful on plumbing
skills acquisition may even become self employed as well as creating employment to
others who will be assisting.
The study is also significant in the sense that it acts as a spring board for those who intend
to be artisans in the trade of bricklaying and even building inspectors. The study shall also
enlighten other educationists on the most effective and appropriate teaching strategies that
can be incorporated in a bid to help pupils to grow intellectually as far as plumbing is
concerned. On the same note the researcher will be helped in terms of skills research are
concerned

1.7

DELIMITATIONS

The research was carried out at Martin Spur Secondary School which is situated about
15 km north of city of Kadoma. It was focused on the form 2B pupils doing building
studies only. The duration of the study spanned May to August 2015. The class had a total
of 20 boys only.

1.8

LIMITATIONS

As far as time is concerned, the research was so limited in his endeavour to source for
information from varied points for this to reflect views. The study was limited or
restricted to form 2B pupils at Martin Spur Secondary School. Finance was also a
hindrance because the researcher could not afford the stationery needed o conduct the
research.
3

1.9

DEFINITION OF TERMS

Plumbing
Is the process of making walls or structures truly upright
Population
Is a group of individuals that have one or more characteristics in common that is of
interest to the researcher?
Sampling
Is the selection of a given number of subjects from a defined population as a
representation of that population?
Validity
Is the quality of a data gathering tools/instruments or procedure that enable it to
measure what is supposed to be measured
Data
Are those facts that any particular situation give to an observer.

SUMMARY
The chapter provided background of the study and key terms were defined. It also highlighted
the major concerns which led to this study. Statement of the problem was formulated as well
as objectives of the study were formulated. Delimitations and limitations of the study were
well defined. The next chapter will look at the related literature review of the study

CHAPTER 2
2
4

LITERATURE REVIEW

2.0

INTRODUCTION

Literature review which is relatively related to the research problem is going to be discussed.
This chapter will discuss factors associated with pupils knowledge in plumbing techniques
contributes to poor performance in plumbing. Relationship between teaching methodology
and approaches versus performance in plumbing was looked into. Factors related to sharing
of spirit levels versus performance also spelt out in this literature review.
2.1

ESSENTIALY IN MANIPULATION OF TOOLS AND TECHNIQUES

For learners to produce stable projects, they should be very competent in plumbing. Hodge
(1971; 5) suggested that ...a complete training in the manipulation of tools and techniques is
essential. For learners to be regarded complete, they should be in a position to execute this
technique without any problem. (1981:31) supports this notion when he says walls are
regarded stable so long their centre of gravity falls within the middle third of their bases.
2.2

IGNORING THE RULES OF PLUMBING

Execution of plumbing skill needs a good negotiation of ones leg, eyes and hands at the same
time. Piaget (1950) in his theory of cognitive development observes that a pre-operation child
tends to centre on one striking dimension on aspect of an object, neglecting the other aspects
of an object. As a result he/she is unable to decentre.

2.3

SHARING OF SPIRIT LEVELS

The sharing of spirit level might lead to improper execution of plumbing skills. This can be
supported by Zimbabwe School Examination Council report of November 2002 reports that ,
pupils because they have no time to practice individually with their tools.

2. 4

LACK OF SPOT DEMONSTRATION

Pupils have different characteristics in terms of executing psychomotor skills. This idea
supported by Curzon (1996) says the use of individualisation method of teaching helps the
teacher to know each pupil as an individual who has distinct nature characterised by certain
5

interests, strengths and weaknesses. This implies that a pupil can lack a certain technique for
the techniques needed for the execution of plumbing skill.

2.5

SUMMARY

As revealed by various extracts from various authorities, one cannot separate the brains and
hands, no academic without practical knowledge (Mapfumo,Manica Post , 2001 ). The next
chapter focuses on the methodology used to collect data.

CHAPTER 3
3
6

METHODOLOGY

3.0

INTRODUCTION

This chapter gives details of how the researcher carried out the investigation. It outlines the
research design, research instruments and targeted population employed by the researcher as
well as reliability of instruments and data collection procedures.
3.1

RESEARCH DESIGN

This research is action oriented. The researcher chose the population to use from form 2 B.
Random sampling was used because of its impartiality. Observation and tests were used as
instruments for data collection .the study took place without knowledge of pupils that were
on study. Pupils were observed two practical lessons as well as given two practical tests.
Observed results were recorded at the spot. On observation, the researcher was looking to see
if pupils were following the rules of plumbing.
3.2

POPULATION

In this research the population consisted of 20 pupils selected randomly from 35pupils who
do building studies in form 2 B the researcher chose 20 pupils out of 35 pupils for making it
easy to closely observe each subject in the study.
3.3

SAMPLE AND SAMPLING

The sample used in the study was taken from form 2B of Martin Spur Secondary school. The
researcher chose to use a sample from form 2B because the other two classes contained
pupils less than 20.
3.4

RESEARCH INSTRUMENTS

In this study the researcher opted to make use of observation and tests as instruments for
data collection. Researchers limited himself to the instruments because of advantages
associated with their use.
3.5

OBSERVATIONS

The researcher carried out observation on selected projects during the study. The research
observed how pupils use spirit levels when plumbing. An observation guide was used
which indicated whether the handling of spirit was good, fair or bad, the procedures that
are followed when plumbing are in their correct order. The other attributes which were
7

observed are, is able to read plumb accurately? Do subjects take cognisant of all
plumbing points on the project? Is correct stance for plumbing being taken? Can subjects
judge the plumpness of his work without the level?
However, this observation do not clearly depict someones feelings especially one
recognise s that he is under scrutiny and to counteract this, thee researcher pretended to be
very absent minded. He did not even show that he was observing how the pupils carried
out their work.. Observations were used by the researcher because execution of the
plumbing skill is observable phenomena that can be verified during a practical activity.

3.6

TESTING(practical test)

The researcher made use of test because of their effectiveness in realising the true nature
of the ability and performance of the pupils. Though it creates an artificial and
intimidating atmosphere which subsequently learners perform badly, the teacher
challenged this by first explaining the purpose of the tests to the participants thus creating
a conducive atmosphere for the subjects.
3.7

VALIDITY AND REALIBILTY OF INSTRUCTION

The researcher created a very friendly environment whilst observing his participants. He
made the subjects feel free and comfortable so that they could not notice that they were
being observed in order to produce valid results. An observation guide was to guide what
to observe. Observations were administered twice, and the instructions and elements
under scrutiny were not vague. The practical tests were given twice in a bid to valid
outcomes. On the same subjects were conscientised to the test objectives in order to avoid
an artificial environment which would subsequently affect the outcome.
Reliability of the instruments was inferred, both instruments, twice and then compared the
responses. On the part of observation, skills including tool manipulation and plumbing
were identified and sampled to achieve a certain degree of performance. The practical
tests were administered two times and skills in plumbing points were checked and marks
sampled for comparison. The final results of the observations and tests were then used in
analysing participants performances.
3.8
8

DATA PRESENTATION

Fraenkel and Wallen (1996) say once the instruments being used in the researcher must
score data that has been collected then organise it to facilitate analysis.

Thus after

collecting enough data, the researcher organised the information such that it will allow an
easy analysis of the results.
3.9

SUMMARY

This research methodology chapter started with the research design and justification of
the chosen instrument of collecting data . the population and sampling procedure were
also discussed. In the following chapter, the researcher presents his research findings.

Chapter 4
4. DATA PRESENTATION ANALYSIS AND INTERPRETATION
4.0

INTRODUCTION

Presented in this chapter, is data collected in the research, its analysis and interpretation.
The results from the research will be presented in the form of bar graphs and tables. The
implications of the findings will also be highlighted
DATA PRESENTATION FROM OBSERVATION
The subjects were observed while carrying out practical tasks on two separate projects,
respectively dated 07/06/2015 and 05/07/2015. The researcher prepared cording scheme
which was finally used in analysing and interpreting the data.
The cording scheme reflected how pupils manipulated the builders trowel and the spirit
level in particular. Also noted was the stance they took when plumbing brickwork. The
researcher also checked whether subjects were not forgetting or ignoring to plumb their
work.
OBSERVATION

ON

THE

PUPILS

KNOWLEDGE

OF

PLUMBING

TECHNIQUES
Table 4.1.1 shows pupils knowledge regarding each contributes to pupils
performance.

PROBLEM

1
2
3
Is subject able to Can subject adjust Does
read

YES

NO

plumb brick

in

subject

position cognizance

take

of

accurately

while monitoring the plumbing point on

bulb
3

the project
6

(20%)

(1 5%)

(30%)

16

17

14

(80%)

(85%)

(70%)

Data analysis and interpretation

A thorough scrutiny of observation results table 4.1.1, reveals that of the twenty subjects
only four (20%) could read the level plumb. Sixteen (80%) could just allow the
plumbing bulb to enter the inside its adjustment marks leaving it either leaning towards
each other without centralising it.
10

all

Table 4.1.1 also shows that only 3(15%) pupils can adjust brick in position whilst
monitoring the bulb, 17 (85%) was not able. Also noted in the observation was that only
six (30%) subjects could take cognizance of all the plumbing points on the project
given. Fourteen (70 %) were not acknowledging the presence of many points that
required plumbing.
OBSERVATION 2
Show the relationship between knowledge versus performance in plumbing. After
observation 1 was undertaken there was different teaching methods which were use to
improve the problems observed that includes demonstration and explanations. Close
monitoring and assistance associated by learning itself had been also improved the
performance.
TABLE 4.1.2 shows the relationship between knowledge of plumbing and the
performance in plumbing.

Problem

Do subjects

still Is subject now aware of Can subject judge the

have manipulation correct

stance

when plumpness of his work

problems of spirit plumbing?

without the level?

Yes

level?
2

18

15

No

(10%)
18

(90%)
2

(75%)
5

(90%)

(10%)

(25%)

Data analysis and interpretation

Table 4.1.2 of the twenty subjects observed only two (10%) had tool manipulation
problems, eighteen (90%) are aware of correct stance when plumbing. Only (10%) still
have manipulation problems on spirit level. The results came out show that step by step
demonstrations accompanied by explanation facilitate better understanding and
manipulation of plumbing skill. 75% of the subjects could tell whether their projects were
plumb or not using their naked eyes.

11

4.2 Testing the impact of sharing of spirit level on pupils performance of plumbing
skills
In a bid to unearth ways, effective enough in solving the learners problem in
plumbing technique, the researcher gave the subjects two consecutive practical tests.
10 of the subjects were sharing spirit levels. They were sharing in pairs. The other 10
were not sharing spirit levels. Everyone had his spirit level. In the second practical
test, those who were sharing spirit levels were given spirit level each. Those who had
spirit level per each at first project shared spirit levels in pairs. The researcher wanted
to establish whether the sharing of spirit level have impact on performance of
practical skill.
Table 4.2.1 shows the performance of the subjects who shared spirit levels on
practical test 1

12

Subject

s
Actual

15

18

15

22

24

10

12

26

23

20

mark

(30%

(36%

(30%

(44%

(48%

(20%

(24%

(52%

(46%

(40%

Possibl

)
50

)
50

)
50

)
50

)
50

)
50

)
50

)
50

)
50

)
50

e mark

100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

6
5
4

Number of pupils

3
2
1
0
0-40

41-49

50-100

Percentages

Figure :4.2.1 shows the plumbing performance of the subjects who shared spirit
level on practical test 1
Data analysis and interpretation.
Table 4.2.1

shows that the project was marked out of 50(100%) on plumbing. the

highest score was 26/50 and the lowest was 10/50. Though the project was simple, the
subjects performed so badly on plumbing. They were expected to tackle it with much
13

easy since it has few plumbing points. Fig 4.2.1 shows that 5/10 pupils were below
40% and below, 4/10 pupils were between 41% and 49%. Only one pupil out of 10
managed to get more than 50%. Failure may be caused by the sharing of spirit levels

Table 4.2.3 shows the performance of the subjects who did not share spirit level on
practical test 1
Subject

s
Actual

24

21

15

23

27

20

23

22

30

23

mark
Possibl

(48%)
50

(42%)
50

(30%)
50

(46%)
50

(54%)
50

(40%)
50

(46%)
50

(44%)
50

(60%)
50

(46%)
50

e mark

(100%

(100%

(100%

(100%

(100%

(100%

(100%

(100%

(100%

(100%

14

number of
students

7
6
5
4
3
2
1
0
0-40

41-49

50-100

percentages

Data analysis and interpretation

The highest score was 30/50 and the lowest was 15/50. Overall, this shows that highest
mark came from the group which was not sharing spirit level, while the lowest mark came
from the group which was sharing spirit level 60% of the group which did sharing spirit
level scored between 41 % and 49% while the other group scored 40 % on the same range
. This result showed that sharing of spirit level might have negative impact on plumbing
performance.

15

Table 4.2.3 shows the performance of the subjects who shared spirit level on
practical test 2

Subject

s
Actual

20

18

10

21

24

18

20

19

27

22

mark
(40%)
Possible 50

(36%)
50

(20%)
50

(42%)
50

(48%)
50

(36%)
50

(40%)
50

(38%)
50

(54%)
50

(44%)
50

mark

(100%

(100%

(100%

(100%

(100%

(100%

(100%

(100%

(100%

(100%)

7
6
number of pupils

5
4
3
2
1
0
0-40

41-49

50-100

Percentages

Figure 4.2.3 shows the performance of the subjects who shared spirit levels on
practical test 2.

16

Data analysis and interpretation

The highest score was 27/100 and the lowest was 10/50. Fig 4.2.3 shows that 6/10 pupils
scored 40% and below. 3/10 pupils scored between 41% and 49%. Only 1/10 pupils
managed to score above 50%. The results of the second practical test did not show much
difference from the results of the first test towards those who shared spirit levels. Both of
the results showed that most of the pupils got 40% and below. Performance of all pupils
decreased when compared to the practical test 1
Table 4.2.4 shows the performance of the subjects who did not share spirit levels on
practical test 2

Subject

s
Actual

19

21

18

24

25

15

20

29

26

24

mark
Possibl

(38%)
50

(42%)
50

(36%)
50

(48%)
50

(50%)
50

(30%)
50

(40%)
50

(58%)
50

(52%)
50

(48%)
50

e mark

(100%

(100%

(100%

(100%

(100%

(100%

(100%

(100%

(100%

(100%)

4.5
4

Number of
pupils

3.5
3
2.5
2
1.5
1
0.5
0
0-40

17

41-49

50-100

Percentage

Fig 4.2.4 shows the performance of the subjects who did not share spirit levels on
practical test 2
Data analysis and interpretation
The highest score was 58% and the lowest mark was 3o%. number of pupils who scored
40% and below are 3 out of 10 . 4 pupils out of 10 scored between 41% and 49% and 3
pupils out of 10 scored 50% plus . the result showed that all pupils perfomed better when
they were not sharing spirit levels compared when they were sharing spirit levels on
practical test 1 . basing on both of the results of practical tests , one can say sharing of
spirit levels have negative impacts to the performance of pupils of plumbing.

4.3

CONCLUSIONS

in this chapter , the researcher presented data and analysed it. The presented data are
the results of the findings of the instruments mentioned in chapter 3. The results
showed that the manipulation problems on spirit level have impact on plumbing . this
was shown by the improvement of performance of subjects after thorough taught
through intensive demonstration accompanied by explanation. Sharing of spirit level
also compromised the performance on plumbing. The two practical tests showed that
when pupils share spirit levels, performance goes down.

18

Chapter 5
5.0

INTRODUCTION

This chapter gives summary of the major findings of the study. The conclusion will be
drawn addressing on the strengths and weaknesses relating the major findings to the
study objectives. Recommendations which would help the school offering any
particular subjects and Building Studies in particular as a subject will be made.

5.1

SUMMARY

The researcher carried out this study to find out the cause of poor performance on
plumbing skill at Martin Spur Secondary school. the research study was carried out to
find whether the knowledge of pupils in plumbing techniques contribute to battered or
overhanging walls and also whether the sharing of spirit levels has a relationship with
performance of pupils in plumbing.
The findings showed that pupils at Martin Spur School are performing on plumbing
because they lack plumbing techniques. This was shown when all pupils improved
their performance after taught through demonstration and explanation. This shows
that pupils at Martin Spur Secondary are letting out pupils to practice the skill before
they are well versed / equipped with the necessary techniques needed to be taken note
of.
The researcher also found that the sharing of levels have negative impact on
plumbing. The two practical tests used in study showed that one can perform better
when he/she is not sharing spirit level. Sharing of spirit levels also reduces pupils
concentration towards plumbing. He/ she cannot take his/her time to make sure the
wall is plumb, hence compromising the performance.
5.2

19

CONCLUSION

Though the research was characterised by many constraints, important findings and
observations were drawn and following issues reiterated. The banking system of
education which is longer overdue is still being practised in schools. According to
Farrant (1980) who advocates for discovery and self learning of pupils , the banking
system is no longer compatible with todays as it sees learners as mere stooges . the
methods being incorporated by some teachers are so primitive and do not enhance the
psychomotor capabilities of learners. Children learn better by observing concrete
observations and verbal anticipation of the teachers step.
Availability of enough tools contributed to the production of quality work. This was
shown by the performance of the subjects of the study during the two practical tests
done. It showed that pupils can improve performance on plumbing when they are not
sharing spirit levels.
5.3

RECOMMENDATIONS

The following recommendations were made basing on the research findings:

Teachers should aim to improve the psychomotor skills, in as far as the

practical orientation of techniques is concerned and avoid theories which do

not match practice

Head of development should carry out lesson observations regularly to ensure
that teachers are employing techniques which promote effective teaching and

learning to take place

Schools should make sure that sufficient tools for one class to use at a time are
adequately in store.

20