Learning Projects Among Small-Scale Master Automobile Mechanics Of Odawna In The Greater Accra Region Of Ghana

ABSTRACT

The study investigated the processes that characterised the learning projects undertaken by the master automobile mechanics (MAMs) of Odawna in the Greater Accra Region of Ghana using a sample of 200. The objectives of the study were to find out how the MAMs learning projects were triggered, how the MAMs determined their learning objectives, content, methods of their learning and how they carried out evaluation of their learning projects. The study also examined the relationships between the MAMs educational status and learning methods, and the years of working experience and learning methods.

The study adopted a mixed method approach. Descriptive and inferential statistics were employed quantitatively whereas thematic analysis was applied on the qualitative data. Literature was reviewed on key concepts and theories. The results indicated that learning processes were characterised by series of interactions at the workplace.

Among the major findings of the study were that:

1. The MAMs fear of being ridiculed by their social and business associates about their perceived and real incompetence and their desire to catch up with the everyday changing technological advances in their working environment served as an important trigger of their learning projects.

2. The MAMs learning objectives were derived through visits to automobile service companies, interaction with clients, social networking and personal deficiencies experienced when unable to satisfy clients.

3. The rich experiences of co-MAMs, media information and education, existing gadgets and self-experiences formed the sources by which MAMs obtained the content of their learning projects.

4. MAMs determined their methods for engaging in their learning projects through consultation with other MAMs, participation in workshops and their

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own choices through experiences.

5. There was no statistical significant relationship between MAMs educational level and trigger processes/choice of learning methods.

6. There was significant relationship between MAMs level of education and their inability to fix a fault requested.

It was concluded that the processes that characterised the MAMs learning processes were multifaceted. Interaction at the work place characterized the learning processes among the MAMs who had the fears of being ridiculed by their colleagues, social and business associates about their perceived and real incompetence.

Among the recommendations made were that:

1. Relevant training programmes be designed and used as means of triggering (motivating) MAMs to enter into learning projects that will enhance their professional skills.

2. Computer and engine reading gadgets training programmes should be organised to enable MAMs become abreast with modern trends in the automobile industry.