Lived Instructional Experiences of Technical Drawing Teachers in Teaching Grades 7 and 8 Learners: Pedagogical Practices, Classroom Challenges, and Skills Development in Public Secondary Schools – Gamu Agri-Fishery School

Abstract

This qualitative study explored the lived instructional experiences of Technical Drawing teachers in teaching Grades 7 and 8 learners at Gamu Agri-Fishery School. Specifically, the study examined teachers’ pedagogical practices, classroom challenges, and strategies in developing learners’ technical drawing skills. Using a qualitative phenomenological research design, the study involved purposively selected Technical Drawing teachers handling Grades 7 and 8 learners. Data were gathered through semi-structured interviews and analyzed using thematic analysis. Findings revealed that teachers utilized demonstration-based instruction, guided practice, performance tasks, hands-on activities, and contextualized teaching strategies to improve learners’ technical drawing competencies. Participants emphasized that practical activities enhanced learners’ precision, creativity, and problem-solving skills. However, teachers encountered challenges related to limited drawing materials, inadequate laboratory facilities, insufficient instructional time, varying learner abilities, and difficulties in maintaining learner engagement during technical activities. Despite these challenges, participants demonstrated adaptability and commitment by improvising instructional materials and modifying teaching approaches according to learner needs. The study highlights the importance of strengthening institutional support, improving instructional facilities, and providing sustained professional development opportunities for Technical Drawing teachers in public secondary schools.