Final Year Thesis

2015/16

1. INTRODUCTION

1.1

BACKGROUND

Materials Technology Wood (MTW) is part of the technical subjects taught for the three
years at Junior Cycle of second level education. The MTW syllabus is relatively unchanged
since its official introduction in 1992. According to the Chief Examiners report from 2009,
15,254 candidates sat the Junior Certificate MTW in that year (Examiner, 2009). The core
focus of MTW is to teach students about project design and realisation, processing skills and
techniques, communication of design, health and safety and finally materials wood science
(Skills, Department of Education and, 1992).
The Junior Cycle caters for students from age 12 to 16 years. Students normally sit the Junior
Certificate Examinations exam after 3 years of post-primary education. The equivalent Senior
Cycle subject is Construction Studies. Junior and Senior Cycle students are required to use a
variety of hand tools, which are identical to what a fully-grown adult would use. The fact that
students strength, hand eye co-ordination and hand size are still developing compared to that
of an adult does not seem to be taken into account. Practice and strength form the foundation
of all motor performance tasks in varying degrees. Any weakness may severely limit the
coordination and effort required for the performance of a skill (Singer, 1975, p. 225). For this
reason, students often find it difficult to control the tools and often find practical subjects
challenging as a result.
While on teaching practice (TP) and observation, the author noticed many of the younger
students struggling with the cumbersome traditional hand tools while also trying to hold their
workpieces securely. They found it difficult to maintain accuracy when carrying out various
processes such as marking out, cutting, chiselling and assembly. As young students hand
and wrist strength is still developing, naturally they initially find it much more difficult to use
the hand tools correctly. Controlling tools, especially hand tools, requires much practice, skill
and experience. As MTW is often the students first introduction to hand tools, they often
find it difficult to use tools in the most effective manner (e.g. keeping them steady or holding
them correctly).

Bachelor of Science (Hons) Design Technology and Education

Final Year Thesis

2015/16

This inevitably has consequences on the students work, when students find a task too
difficult to complete it can often lead to frustration and lack of motivation to complete the
task. The author intends to investigate if the use of jigs and fixtures will have a positive effect
on the students motivation and the establishment of a positive learning environment for the
students. Jigs and fixtures today are often associated with industry, machinery and mass
production. What we often take for granted is that many manufactured tools often started out
as a user made jig or accessory. A simple way to distinguish between a jig and a fixture is
that a jig is a device that holds the work and guides the tool, while a fixture simply holds the
part as it is being worked (Online Dictionary of Woodworking, 2015)

1.2

AIMS

In addition to the authors observations in relation to students struggling with hand tools
designed primarily for adult use. The author intends to identify if the use of jigs and fixtures
will aid students with the development of a range of manipulative skills for processing
materials (primarily wood). Furthermore, it will be investigated if the use of jigs and fixtures
to assist with the correct use of hand tools will be beneficial to students compared with
students not using jigs. An analysis of the MTW syllabus identifies that the students should
be confident with the use of jigs and fixtures (section 3.5 hand tools). During this study, the
author will distribute a questionnaire to both experienced practicing teachers and student
teachers to investigate the current use of jigs in schools. The aim of the questionnaire is to
identify any areas where jigs and fixtures may be beneficial to the students. Following this
research, the author wishes to identify if the use of jigs by students enables them, to
concentrate more on practicing correct technique while developing their motor skills with
various hand tools and to see if the use of jigs and fixtures inevitably reduces student
frustration and helps to create a more positive learning environment.
The author aims to complete a literature review identifying how students process information,
remain motivated while processing new information and how they develop new motor skills.
The author hopes that the literature review combined with the primary research will be
beneficial in identifying whether providing jigs and aids to the students will be of educational
and practical value to the students. The author wishes to investigate if the use of jigs and

Bachelor of Science (Hons) Design Technology and Education

Final Year Thesis

2015/16

fixtures will benefit the creation of a positive classroom environment where students are
confident in their own ability and motivated to succeed.

1.3

RATIONALE

As identified earlier, the initial rationale for this study results the authors experience in
schools during TP and observations where the author witnessed many of the younger students
struggle with the traditional hand tools in the early stages of MTW. Further discussion with
experienced teachers revealed it is a common difficulty for students to maintain accuracy
when carrying out various processes such as marking out, cutting, chiselling and assembly.
The author wishes to analyse if the use of jigs and fixtures in the initial stages of MTW will
benefit the students and help alleviate some of the difficulties they have with developing new
motor skills.
Prior to the commencement of this project, the author attended the Annual T4 Technology
Teachers Conference in Tullamore, to distribute a questionnaire (Appendix A shows the
structure of this questionnaire) to experienced, practicing teachers, to gauge their perception
on the use of jigs and fixtures by students in MTW. The findings of this survey revealed that
out of the fifteen participants, the consensus towards the use of jigs in MTW was mainly
positive. Other key points from this questionnaire discovered that teachers believed jigs
would

Improve student satisfaction due to improved quality

Be of greatest benefit to the weaker students by reducing the gap between the stronger
students and weaker students in finishing projects

Improve the design process due to increased confidence

Improve confidence

Make MTW more student friendly (tools, tenon saw, chisels, drilling, machines, band
saw)

Improve health and safety

When questioned on the day, this initial research also highlighted that approximately 66% (10
out of 15) of the teachers questioned do not use jigs in their classroom. They offered a variety
of reasons for not using jigs such as,
Bachelor of Science (Hons) Design Technology and Education

Final Year Thesis

More work on teacher

Project work will not be 100% the students

Students will not have time to make jigs

More industry related

2015/16

The author recognises these as valid concerns. Nevertheless, the author wishes to analyse if
the use of jigs and fixtures as specified in the MTW syllabus, making simple jigs and
fixtures appropriate to projects being undertaken (Section 3.5.1 of the syllabus) (Skills,
Department of Education and, 1992) will benefit students in the development of new motor
skills.

1.4

OBJECTIVES

The introduction or use of jigs and fixtures in the MTW classroom is not new. The syllabus in
section 3.5 Hand tools outlines that during various processes students should use jigs and
fixtures. Therefore, the main objectives of this thesis are to:

Investigate the current use of jigs and fixtures in MTW classrooms by surveying
practising teachers and peers on their observations of jig use in their co-operating
schools for observation and TP

Define a jig and fixture

o Identify their existing uses
o Determine their advantages and disadvantages

Examine the current MTW syllabus

Discuss the educational value of jigs and fixtures to the students under various
headings
o Creating a positive learning environment
o How students learn
o Motivation
o Aiding the developing the psychomotor skills in students

Identify key processes in the MTW classroom in relation to project making (by
conducting a survey questionnaire with co-operating teachers) which may benefit

Bachelor of Science (Hons) Design Technology and Education

Final Year Thesis

2015/16

from the use of jigs in the classroom and explore the advantages of jigs and fixtures in
key areas of the making process

Explore literature on existing jigs, fixtures and design jigs that may benefit students in
the learning and development of new skills

Test and evaluate jigs and fixtures design under a variety of headings such as
o Task completion rate
o Motivation in the classroom
o Quality and technique

evelopment of new motor skills

Bachelor of Science (Hons) Design Technology and Education