http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/72 2026-06-15T18:06:43Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/31619 Title: Skill Needs of Carpenters and Joiners for the Construction of Smart Buildings Authors: Mohammed, Bala Maik; Kagara, Abdul Bello; Kareem, Wahab Bamidele; Beji, Binni Danjuma; Musa, Stephen; Alawode, Opeyemi Dolapo Abstract: Carpenters and joiners form a significant segment of the workforce in the building industry. They are often among the first to arrive at construction sites and the last to leave, as they are involved in various stages of construction, from setting out building layouts to finishing works. The construction sector is currently experiencing rapid transformation due to emerging technologies in tools, materials, and processes, particularly in the area of digitalisation. This development necessitates a reassessment of traditional skill requirements. In addition, the introduction of new technologies has led to the continuous evolution of safety standards and regulations. This study therefore examined the skill needs of carpenters and joiners for the construction of smart buildings in Niger State, Nigeria. The population of 362 construction professionals (128 registered architects, 94 engineers, and 140 carpenters and joiners) were targeted for the study. 188 respondents were selected and used for the study. Data were collected using the Carpentry and Joinery Skills Instrument for Smart Buildings (CJSISB), administered in collaboration with registered professionals through a Google Scholar-based application. The instrument recorded a reliability index of 0.85, established using test-retest and Cronbach’s alpha statistics. Mean and standard deviation were used to answer the research questions, while one-way ANOVA was employed to test two null hypotheses at 0.05 level of significance using IBM SPSS version 26. Findings from the study on skills required for the use of structural insulated panels by carpenters and joiners in smart building construction revealed that nine skills were needed, with mean scores ranging from 3.69 to 3.93. The overall grand mean of 3.37 fell within the decision range of 2.50–3.49, indicating that all identified skills were considered necessary for the effective use of structural insulated panels in smart building construction. Based on these findings, it was recommended that government and relevant stakeholders in the construction industry should establish targeted training programmes aimed at enhancing knowledge and practical skills in the use of structural insulated panels and recycled materials for smart building construction among carpenters and joiners. Description: This is an experiment study that was carried out among registered architects, engineers and carpenters and joiners. 2026-04-15T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/31515 Title: EFFECT OF METACOGNITION ON ACHIEVEMENT AND RETENTION IN BUILDING DRAWINGS AMONG UNIVERSITY STUDENTS Authors: Alawode, O. D.; Yaduma, P. S.; Bello, H.; Deba, A. A. Abstract: Metacognition is regarded as a fundamental skill influencing cognitive performance and learning in domains. It is a higher order thinking involving active control over the cognitive processes engaged in learning. Therefore, integrating metacognition into instructional strategy has gained attention for its potential to enhance academic achievement and retention. This study investigated the effect of metacognition on achievement and retention in building drawings among university students. The study determined the achievement of students taught using metacognitive instructional strategies against demonstration method and determined the retention of students taught using metacognitive instructional strategies against demonstration method. Two research questions, two null hypotheses and effect size measures guided the study. A quasi-experimental design with two intact class groups was adopted. The sample consisted of 245 students from two federal and two state-owned universities chosen through simple sampling techniques. The findings revealed that students taught using metacognitive strategies significantly outperformed those taught through demonstration methods in both achievement and retention. The experimental group established consistent performance gains and better knowledge retention, with effect size analysis indicating large to very large effects, underscoring the practical significance of the strategy. These findings accentuate the importance of adapting metacognitive strategies as an innovative approach to teaching building drawings among building technology education students in the universities. 2025-04-05T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/31514 Title: AWARENESS AND ADOPTION OF PREFABRICATED POLYURETHANE IN SUSTAINABLE BUILDING CONSTRUCTION IN ABUJA METROPOLITAN AREA COUNCIL (AMAC) Authors: Alawode, O. D.; Bako, D. B.; Adebanjo, M. O.; Odewole, B. M.; Akujobi, M. Abstract: Sustainable building construction increasingly relies on innovative materials, yet the awareness and adoption of prefabricated polyurethane remain unclear in Nigeria. This study investigated the awareness and adoption of prefabricated polyurethane in sustainable building construction among building experts and contractors within Abuja Metropolitan Area Council (AMAC), Nigeria. Using a descriptive survey design, data were collected from 50 respondents through structured questionnaires and analysed with means, standard deviations, independent samples t-tests and effect size. Results indicated a moderate level of awareness and moderate adoption, with materials such as sandwich panels and insulation boards recognized but spray foam underutilized. The findings highlighted a gap between knowledge and practice, influenced by economic, technical, and policy constraints. The study concluded that while polyurethane is acknowledged for its sustainability benefits, its full utilization is limited. Recommendations include targeted training programs and policy support to enhance both awareness and adoption, thereby promoting the integration of prefabricated polyurethane in a sustainable building construction. 2025-06-06T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/31513 Title: Gender Differences in the Effectiveness of Metacognitive Instructional Strategy in Architectural Drawing Authors: Alawode, O. D.; Yaduma, P. S.; Bello, H.; Deba, A. A. Abstract: This study investigated gender differences in the effectiveness of metacognitive instructional strategies on students' academic achievement, retention, and attitudes in architectural drawing. A quasi-experimental design with post-intervention gender comparisons was employed, using a census approach involving 65 undergraduate students (10 females and 55 males) from the Department of Industrial and Technology Education, Federal University of Technology, Minna and Department of Technology Education, Benue State University, Makurdi, Nigeria. Instruction was delivered exclusively through a metacognitive teaching strategy without exposure to other instructional methods. Data were collected using Architectural Drawing Achievement Test (ADAT) and an Attitude Towards Architectural Drawing Inventory (ATADI). Analysis involved descriptive statistics, independent samples t-test at a 0.05 significance level and effect size calculations. The results indicated no significant gender differences in academic achievement (p = 0.987) and retention (p = 0.945) among students taught using the metacognitive instructional strategy. Although female students demonstrated a slightly more positive attitude than male students, the difference was not statistically significant (p = 0.088). These findings suggest that the metacognitive instructional strategy is equally effective for both male and female students in enhancing academic achievement, retention, and fostering positive attitudes in architectural drawing. The study recommends the broader adoption of metacognitive instructional strategies in architectural drawing and technical drawing to promote equitable learning outcomes across genders. 2025-06-13T00:00:00Z