Learning Difficulties in Building Measurement

Patience F. Tunji-Olayeni1, Lekan M. Amusan2, Ignatius O. Omuh3, Adedeji O. Afolabi4 and

Rapheal A. Ojelabi5
[email protected],[email protected],
[email protected],
[email protected],[email protected]

Abstract

Building measurement is a course taken by students in construction related programmes. It

provides the basic skill required for evaluating the cost of proposed construction work and the
calculation of final accounts for work executed. Building measurement is calculation-based and
requires great skill in mensuration and a good understanding of design and construction.
Competence in building measurement holds great benefits for students and the construction
industry at large. Students who have an understanding in the course would likely perform better
than those who have difficulties in the course. Furthermore, students who graduate with a
proficiency in building measurement would likely be absorbed into the industry to augment
existing building economists and replace ageing ones. However, it has been noted that students’
generally have learning difficulties with calculation courses. Hence, the study sets out to identify
the learning difficulties encountered by students in building measurement. The study adopted a
qualitative research design with the use of in-depth semi structured interviews in order to obtain
a full understanding of the difficulties encountered by students in building measurement. Twenty
five students of building department from a university in Nigeria were interviewed. Data
generated from the interview were tape-recorded, transcribed and then analyzed with the use of
the NVivo software. The interviews revealed three sources of learning difficulties namely:
lecturer, lecture and learning facilities. The interviewees noted that in some cases the teaching
style of the lecturer made it difficult for students to comprehend the course. Students desired that
lecturers would not assume that they already possess knowledge but rather teach them step-by-
step and not rush over the lecture in a bid to cover up the course outline. The interviews further
revealed insufficient examples and non-interactive nature of lectures as lecture sources of
learning difficulties. Some of the students noted that examples given in class were not illustrative
enough which makes comprehension difficult. The students also desired student – centered -
learning that would encourage students’ participation and increase understanding of the course.
Lack of exposure to soft wares and indigenous textbooks on building measurement were
identified as the learning facilities sources of learning difficulties. Most of the students reported
that the use of soft wares would aid in visualizing and understanding the theories of construction
process which is needed for building measurement. The interviewees noted that text books
written by indigenous people would further increase understanding of the course. The students
pointed out that foreign textbooks emphasis the use of certain building fabric that are not used in
Nigeria thereby making comprehension a little difficult. Recommendations for improving
students learning in building measurement include: site visits, sufficient examples, reference to
indigenous textbooks, interactive teaching sessions and use of 3D drawings and videos. Learning
difficulties identified in this study would be operationalized in further studies using quantitative
research design with well-structured questionnaire to determine the extent of learning difficulties
in building measurement among students of other higher institutions in Nigeria.

Key words: building, building measurement, learning difficulties, Nigeria, students,

1.0 Introduction

Measurement of quantities is a core skill which must be inherent in all graduates from Quantity
Surveying courses. Many students find this subject difficult to grasp, and the learning experience
can be problematic especially in the first semester of first year. This is not unique to
measurement as in many cases first year students are in the process of adapting to a new stage in
their life, along with attempting to master many new subjects (Cottrell, 2008). This is reinforced
by Johnston (2010) who highlights the many challenges being experienced by first year students
and observes that entering first year is one of the most powerful elements of the university
experience (Johnston 2010,). The method of delivery generally favoured by lecturers on
measurement modules focuses on traditional manual measurement techniques, which some may
argue, contradicts current work practices. In industry, the widespread utilisation of computerised
systems has to a great extent made the labour intensive manual processing of dimensions
redundant. Many commentators within the Quantity Surveying profession question the efficacy
of traditional lectures for students who will eventually be employed in a computerised
environment. Blight (2000) investigates the merits and deficiencies of traditional lectures, and
points out that “lecturing is the most common method when teaching adults, in spite of
opportunities for innovation provided by changing technology.” (Blight 2000).

There is unease within the surveying profession that standards of measurement have decreased
over the last ten years. Earl (2009) suggests that if Quantity Surveyors don’t define and
implement professional measurement standards, then other professionals may fill the void. With
the Quantity Surveyor’s role diversifying into Project Management, Life Cycle Costing, etc,
there is a danger that they may neglect or become complacent over skills which have
traditionally been the nucleus of the profession. Earl (2009) cites comments made by colleagues:
“Quantity Surveyors don’t measure” and “Measurement is a technician’s job” as generic
comments which could erode profession’s commitment to high standards. He emphasises that
“as part of cost control, we can’t escape from the need to break down the cost of building works
into enough detail so our clients understand what they are buying and what other costs they may
need to budget for” (Earl 2009 p16). Hence, the study sets out to identify the learning difficulties
encountered by students in building measurement.

2.0 Literature Review

2.1 Teaching Measurement

In the workplace prior to 1990, measurement was carried out manually using hand written
dimension sheets, which upon completion were transferred into Bill of Quantities format via
type-writer and later using word processors. From an industry perspective, this process was
predominantly confined to history with the onset of computerised measurement from the early
1990’s onwards. Software packages such as Buildsoft allowed the Quantity Surveyor to enter the
quantity dimensions directly into a computerised programme, which completed all calculations
and produced an instantly formatted ready to print document. In the last five years, there have
been further advances with the introduction of three dimensional modeling packages such as
BIM (building information models), where drawings can be uploaded and associated quantities
extrapolated from the model. Despite these radical systemic changes in the Quantity Surveyor’s
role, this is not fully incorporated into measurement modules at undergraduate level. The method
of delivery generally favoured by lecturers on measurement modules focus on traditional manual
measurement techniques, which some may argue contradicts current work practices (Hodgson
2010). The overwhelming majority of Quantity Surveyors in industry are fulfilling the
measurement function via means of advanced computer software; hence the question must be
posed: Is the practice of teaching traditional manual measurement an outdated and redundant
modus operandi?

2.2 Skills of Measurement

In order to establish a platform from which the merits of good teaching practice in relation to
measurement can be critiqued, the key skills of measurement must be identified. Quantities of
construction work are used for several purposes in construction. Pickens and Jagger (2005) who
are Quantity Surveyors, described measurement and quantification as a process concerned with
converting construction drawings into words and numbers in accordance with a strict set of rules.
Nani and Adjei-Kuni (2007) state that the quantities are usually compiled into bills of quantities
which are used to establish an estimate for construction cost and subsequent control of the
construction work. Fortune and Skitmore (1993) give a comprehensive summation of traditional
measurement skills and competencies, and identify the essential attributes of a person
quantifying construction work. These include a thorough The relevance of teaching traditional
measurement techniques to undergraduate quantity surveying students. knowledge of building
construction: acquaintance with the ordinary rules of measurement: knowledge of the customs of
each trade; tact; patience; accuracy; energy; common sense; initiative; and imagination to
visualise building design details. Willis and Newman (1988)also ponder on these attributes, and
also add the ability to write clearly, take care, think logically and possess a sound knowledge of
building materials. Measurement can also be undertaken in contractor’s organisations, and in this
setting Hodgson (2010) feels that a good basic numerate education is invaluable, along with site
experience, ability to read and interpret drawings, a neat, methodical and tidy habit, ability to
cope with vast amounts of paperwork: curiosity: confidence and the flexibility to pick up useful
information. He alsofinds that four overall characteristics must be present in the practitioner for
good measurement to follow, and they are: good organisational ability: intuition; application: and
aptitude.

The skills and competencies outlined above are consistent with traditional practice, and are
enshrined in traditional modes of delivery for this subject. Many commentators within the
Quantity Surveying profession question the efficacy of traditional lectures for computer literate
students (Hodgson 2010), and should the teaching of manual take-off be phased out? They also
observe that the challenge of evolving pedagogy to meet the needs of modern students is
daunting, but say that educators should note that this generation values education. Furthermore
they emphasise that these students learn in a different way than their predecessors did, but they
do want to learn. My experience of students on Quantity Surveying courses is that they do
acknowledge that measurement is a core subject and must be mastered if they wish to pursue a
successful career in this field. Hence, there is generally an enthusiasm to excel in this subject
which may not be evident in more peripheral modules on the course.
Race (2001) advises that “whatever sort of training we think about or whatever sort of
educational experience we consider, the one thing they all need to have in common is that they
lead to effective learning.”(Race 2001, p1). A significant challenge for lecturers delivering
measurement is not just the measurement take off procedure in itself, but to ensure that students
have sufficient knowledge and understanding of construction technology to enable them to
measure. An in-depth knowledge of measurement technique will be inadequate if the student
does not possess a technical knowledge and understanding of building or civil engineering
technology Seeley (1999). With this in mind, the delivery of measurement modules can not be
considered in isolation. As The relevance of teaching traditional measurement techniques to
undergraduate quantity surveying students, there is a void in the student’s understanding of
construction technology, it is intrinsically linked to that student’s grasp of measurement. It must
be acknowledged that in the early years of a Quantity Surveying undergraduate course, students
are required to learn how to measure, however many of them do not yet have this underpinning
knowledge and understanding. There are many factors that lead to good teaching and learning on
measurement modules, and it would be simplistic to conclude that computerisation of all aspects
of the course will be a panacea for all the inherent problems. Browne and Race (2002) find that
it’s not unusual for lecturers and students to have completely different views of what lectures are
for, which canlead to all kinds of unsatisfied expectations and misapprehensions. Blight (2000)
points to motivation as being a key component of student learning, and observes that “ there’s
only one thing more contagious than enthusiasm and thats lack of it.” (Blight 2000, p59).
Although manual measurement is no longer used from a commercial point of view in the
workplace, its value as a learning tool should not be under estimated. Race (2001) talks about
shared learning experiences, opportunities to learn by doing and the way students need to make
sense of what they already know. In my opinion, manual measurement carried out by small
groups in tutorials enhances these vehicles of learning where usage of measurement software
packages would not.
3.0 Methodology

The study adopted a qualitative research design with the use of in-depth semi structured
interviews in order to obtain a full understanding of the difficulties encountered by students in
building measurement. Twenty five students of building department from a university in Nigeria
were interviewed. Data generated from the interview were tape-recorded, transcribed and then
analyzed with the use of the NVivo software

4.0 Findings

The interviews revealed three sources of learning difficulties namely: lecturer, lecture and
learning facilities. The interviewees noted that in some cases the teaching style of the lecturer
made it difficult for students to comprehend the course. Students desired that lecturers would not
assume that they already possess knowledge but rather teach them step-by-step and not rush over
the lecture in a bid to cover up the course outline. The interviews further revealed insufficient
examples and non-interactive nature of lectures as lecture sources of learning difficulties. Some
of the students noted that examples given in class were not illustrative enough which makes
comprehension difficult. The students also desired student – centered - learning that would
encourage students’ participation and increase understanding of the course. Lack of exposure to
soft wares and indigenous textbooks on building measurement were identified as the learning
facilities sources of learning difficulties. Most of the students reported that the use of soft wares
would aid in visualizing and understanding the theories of construction process which is needed
for building measurement. The interviewees noted that text books written by indigenous people
would further increase understanding of the course. The students pointed out that foreign
textbooks emphasis the use of certain building fabric that are not used in Nigeria thereby making
comprehension a little difficult.
Table 1:Sources of Learning Difficulties

Lecturer Lecture Learning Facilities

1 Teaching style Insufficient examples Lack of exposure of
Non interactive software
lectures Insufficient
indigenous text books

5.0 Recommendations and conclusions

Recommendations for improving students learning in building measurement include: site visits,
sufficient examples, reference to indigenous textbooks, interactive teaching sessions and use of
3D drawings and videos. Learning difficulties identified in this study would be operationalized in
further studies using quantitative research design with well-structured questionnaire to determine
the extent of learning difficulties in building measurement among students of other higher
institutions in Nigeria.

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The relevance of teaching traditional measurement techniques to undergraduate quantity
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