Chapter 1

INTRODUCTION

“You never change things by fighting the existing reality. To change something, build a new

model that makes the existing model obsolete,” R. Buckminster Fuller.

Drafting as defined by Portico Journal, refers to the process of creating of accurate

representation of objects, buildings or houses for technical, architectural or engineering purposes.

In drafting, objects are shown to scale and usually comprise at top view, a main view and

a side view of the object or building. They are usually very detailed, and use as blueprints for the

construction of the object.

The first written evidence of the use of technical drawing was in 30 B.C. when the roman

architect Vitruvius wrote a treatise on architecture in which he said “The architect must be skillful

with a pencil and have a knowledge of drawing, so that he readily can make a drawing required to

show the appearance of the work he proceeds to construct.”

In order to achieve these drawings, a universal graphics language is used. This language is

commonly referred to as drafting. Within the drafting language, there as many subcategories which

include technical sketching, mechanical drawing, engineering graphics, descriptive geometry and

computer graphics.

According to Rowan University, the basic principles of drafting are common to both

traditional and computer aided drafting. In traditional drafting, pencil skills for lettering and line

weights are essential. The paper used of hand-held tools and supplies are necessary and vital to

good results. Computer-Assisted Drafting (CAD) is an automated process that replaces drafting
 A COMPARATIVE ANALYSIS ON THE EFFECTS OF MANUAL AND COMPUTER-ASSISTED DRAFTING
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tables and hand-held tools and materials. It automatically produces consistent lettering regulates

line work.

Based on the research conducted by Glen Smith (1997), for the last 20 years, CAD system

has grown steadily in use in architecture, engineering, construction and other fields. The need for

skilled CAD operators is facing changes in the drafting curriculum to include computer-aided

drafting.

Even though the construction curriculum of the basic principles of drafting are needed for

both manual and computer-aided drafting community as to whether to concentrate merely on

teaching the modern drafting skills.

As CAD technology has become an essential part of the design process in industry and

education. A debate has also arisen among the concerned trainers as to how students can visualize

differently with CAD than with manual methods.

The purpose of this study is to enumerate and discuss the effects of manual and Computer-

Aided Drafting to Grade 11 students of BJNHS.

Statement of the Problem

The purpose of this study is to enumerate and discuss the effects of manual and Computer-

Assisted Drafting to Grade 11 students of BJNHS. Specifically, the following questions are

answered.

1. What is manual and Computer-Assisted Drafting (CAD)?

2. What are the effects of manual and CAD?

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3. What possible ways may be suggested to improve manual and Computer-Assisted Drafting

skills of Grade 11 students of BJNHS?

Significance of the Study

This section is divided into its significance to students. teachers, school administration,

parents and future researchers of related topic.

Students. The students may be informed about the effects of manual and Computer-

Assisted Drafting. Students will become aware on the difference between manual and Computer-

Assisted Drafting.

Teachers. The teachers in Technical Drafting course, may come up with different

techniques in teaching the manual and Computer-Assisted Drafting by knowing the comparative

effects of the two. They may also use this study on discussing the difference between manual and

computer-assisted drafting with their students.

School Administration. The school administration will be aware on the needs of drafting

students to maximize their skills in manual and Computer-Assisted Drafting. They may provide

educational supports in terms of equipment, tools, and materials that needed by drafting students.

Parents. The parents may provide the needs of their children that enrolled in drafting

course. They become aware with the tools and materials that needed by their children in technical

drafting track.

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Future Researchers. The future researchers may use this study as their reference in order

to create a reliable research that benefits the public. They may also use the factual information

about manual and computer-assisted drafting that included in this research.

Scope and Limitation of Study

This research focuses on comparative analysis on the effects of manual and Computer-

Assisted Drafting and its implications to students. Fifteen students from Grade 11 in Bonifacio

Javier National High School for the School Year 2018-2019 are the respondents of this study.

This research also focuses on the possible ways to improve manual and Computer-Assisted

Drafting skills of Grade 11 students of BJNHS.

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Chapter 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter comprises the review of related literatures and studies, after the thorough

and in-depth search done by the researcher to compare and contrast all related studies. This will

also present the synthesis, relationships of variables, research paradigm, research hypothesis, and

definition of terms for better comprehension of the study.

Technical drawings remain an essential part of the construction and manufacturing

industry. The technology may have changed, but the techniques and the principles are essentially

the same. Even with the advent of modern Computer-Assisted Drafting (CAD) and the prevalence

of digitization tools in drafting, students and professionals alike see the significance of learning

technical drawing skills by hand.

Since the development of information technology and the development of computers in the

1960s, students’ approaches to design education have been affected greatly in recent years. The

current situation of using Computer-Assisted Drafting (CAD) in architectural practices through

the aid of computer systems for visualization presentation, communication, and information

processing purposes define the future of architectural education in universities and graduate’s

employment opportunities into small to mid-sized companies.

Technical Drafting

According to New Castle County Vocational Technical School District, technical drafting

is designed to develop the skills for one or more engineering drawing specialties. Students start

with basic drafting procedures and techniques coupled with a general exploration of the field.

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Specialization in areas such as architectural drafting, civil engineering, piping schematics, machine

design and other disciplines are encouraged in the third year.

This program may be used to prepare for entry-level work or post-secondary training. In

preparing drawings, students use computers, compasses, dividers, parallel edges, scales, triangles,

and 3-D modeling. Computer drafting techniques include AutoCAD, Architectural Desktop,

Inventor, Revit, Solid works, Soft Plan, 3D Studio, and Auto-Desk Design Academy. Technical

handbooks, tables and calculators are also used to help solve problems.

Cadsourcing mentioned, prior to 1979 all technical drawing was done manually or with the

help of machines. In 1979 a small program was released called ‘Interact CAD’. Shortly after, in

1982, AutoCAD was released and has been the standard computer software for technical drawing.

Manual Drafting

Before Computer-Assisted Drafting (CAD) came into existence, the only source for

engineers, designers, and draftsmen was to use pencil, paper, compasses, T-squares, stencils,

parallel rulers, and other manual tools for drawing sketches to express their engineering designs.

Hand drafting is much more tactile. A draftsman must be very cognizant of every line, shape,

measurement, and scaling of the drawing when manually sketching a design.

According to Vied Technologies Inc., before the advent of CAD, the only source for

draftsmen was pencil and paper for drawing sketches. The traditional method of manual drafting

is iterative and time consuming. However, now there has been a paradigm shift from traditional

manual drafting to cad design and drafting.

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Computer-Assisted Drafting

Computer-Assisted Drafting (CAD), building information modelling (BIM) have changed

the drafting techniques, in particular allowing modifications to be made with relative ease. Many

companies and institutions will have scanned their hand drawn copies into computers and digitized

these, and the original drawings will be kept in a locked drawing cabinet in an archive room that

is secure.

As mentioned by David Stewart (2009) of Leaf Group Media, Computer-Assisted Drafting

enables the designing and technical drawing of various projects on the computer rather than the

drawing board. From CAD's humble beginnings in the 1970s, increasingly complex programs are

available that display finished drawings in three-dimensional formats.

Administrator of Vied Technologies Inc. mentioned on his article entitled “Advantages of

CAD over Manual Drafting,” that Computer Assisted Design has been a real breakthrough in the

architectural industry by becoming the primary source of communicating design intent.

For the engineering industry, Computer Assisted Design was the best thing since sliced

bread with many industry-changing benefits that drastically outweighed manual drafting. On a

basic level, CAD made drafting more accessible to a larger population of people, it provided for

more precision in design, and allowed for design occur at a much faster pace. Those who use CAD

outsourcing services have found that they are generally more productive, efficient, and therefore,

successful.

Comparison between Manual Drafting and Computer-Assisted Drafting

The traditional method of manual drafting is iterative and time consuming. After the advent

of CAD, there has been a paradigm shift from traditional manual drafting to Computer-Assisted

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Drafting. The clarity that can be achieved is easier to convey with the traditional drafting rather

than the CAD techniques.

According to David Stewart (2009), CAD drafting has several advantages over hand

drafting, the foremost being that it is quicker. CAD also offers flexibility of design and

convenience of work environment, as compared to hand drafting. Some experts feel that hand

drafting is crucial to understand and retain basic drafting concepts. Students exposed to hand

drafting ultimately become skilled drafters using the CAD software more effectively.

Manual drawings are necessarily created on paper, but the CAD drawings are

environmental, friendly and can be stored and used electronically without using paper. CAD

Drafting has been a real breakthrough in the Architectural Engineering Construction industry by

becoming the primary source of communicating design intent. In this article we will discuss few

major advantages of the traditional manual drafting and CAD.

Regardless of the industry, be it architecture, engineering, construction, manufacturing,

fashion etc., they use CAD in some form. There are more uses of CAD drafting over manual

drafting and that is why CAD is used widely rather than manual drafting. One of the main reasons

why professional designers are comfortable with CAD drafting is because of its growing

popularity. With various benefits over traditional manual drafting, it's a matter of time for CAD

drafting to take over the world of planning and designing.

Review of Related Studies

Field (2005) argues that knowledge of drafting develops thinking in three dimensions (3D)

and communicating in two dimensions (2D). He recognizes the difficulties learners have in moving

from two dimensionally dominant interactions into three dimensions through the principles of

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drafting to interactive solid modeling. He suggests that to overcome this difficulty, students

require understanding of some solid geometry through drafting and courses in plane geometry

which cover applied geometry as well as logic. He is concerned that too many CAD professionals

have weak spatial intuition and reasoning and often create and accept flawed geometry and are

reluctant to tackle changes that require modification of geometry.

According to Salama & Wilkinson (2007), the advances in digital technology and design

have affected student approaches over design education chiefly in recent years. The developments

in information technology (IT) and electronic design is re-shaping the practice of both architectural

profession and its educational patterns. Recently, among other software in use for design,

Computer-Assisted Drafting (CAD) tools are the most widely used computer applications and has

become a skill that is increasingly used in most architectural offices or firms nowadays.

Based on the study conducted by Pektas & Erkip (2006), several investigators have pointed

out that Computer-Assisted Drafting (CAD) are now implemented by professionals in most

architectural school curricula to enhance CAD teaching skills, such as 3D modelling and digital

presentation, consequently grabbing academia to impromptu develop pedagogy for a digital

practice

Similarly, Wang (2009) stressed on the need for instructors to be aquatinted with the use

of digital tools so that prospective instructors not only gain skills in working with equipment and

software, but also experience how technology can be used to explore, organize, and communicate

knowledge by emphasizing discovery approaches to learning in a technologically astute

environment.

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Basa & Snappily (2005) concluded that in the past studio instructors are not willing to use

digital tools in their professional studies and were also loath to accept digital tools in design

courses. Studies have demonstrated that not only has CAD technologies reduce the production

time required for completing a certain task, but also has enabled design students and other

individuals to process digital visual information

faster.

Based on the study conducted by Pikaite (2010), for advertising and presentation purposes,

visualization becomes important when 3D object is created. Visualizations show how a created

object will be in real life without the need for expensive external resources, it is evident that

students can detect certain errors in the initial stages of their design process. Furthermore, CAD

system and designed objects visualization help students to understand the different stages of the

design process. It also assists them to get a deeper understanding of how an object works before

they are built.

According to Reffat (2005), when digital tools were made known in architectural

education; the reflection on building practice was obviously understood. A glanced at historical

developments of computer use in architectural education, we realized that computers were used as

a tool primarily for the following purposes, such as information processing, communication tools,

and visualization tools during the design process and presentation. Computer use has a prime

purpose of improving the quality and efficiency of the building design process through the

development of advanced 3D visualization tools including Virtual Reality (VR) techniques.

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According to Ley (2007) there is no general agreement among design educators on the role

of computers within design education and similarly no existing base solid pedagogical for their

effective use in developing design skills.

On the other hand, Brown (2009) advocated that the introduction of CADs to architectural

education have ease students with limited literacy by giving them the chance to explore design

fields, which in turn reduces students fatigue aspects of design and has provided added time for

them to explore broader fields of study.

According to Robertson & Radeliffe (2009), considerable preference has been given to

CAD visualization for heightening students’ ability to present, represent, develop, and

communicate ideas efficaciously through assorted formats.

As mentioned by Ley & Shniederman (2007), a number of similar studies have elucidated

that the advent of the internet and omnipresent connectivity has essentially contributed to the

positive impacts of CAD, easing sharing and partnership of design thoughts

As may be evident, Cil & Pakdil (2007) concentrated on the use of CAD, particularly in 3-

Dimensional formats, and concluded that it can aid the development of perceptual skills in design

students, as well as in the development of spatial abilities.

In the study conducted by Bonnardel & Zenasni (2010), investigators have argued that

CAD visualization can contribute or improve the creative thinking skills of students by providing

them with effective communication, presentation skills, and evaluation tools.

According to Robertson & Radcliffe (2009), considerable support exists that when CAD is

used in an early design process, in association with other media can lead to an effective educational

tool. Furthermore, with CAD, it is likely to modify drawings in the future with little alteration

(Döngela et al., 2009).

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Murthy & Mani (2012) identified that a technology used in the design process so as to

effective communication within a group comprising diverse designers, encourage generation of

diverse ideas that carry potential for new and better ideas, retain contradictory thoughts and

unexplored ideas (even those that might appear illogical or unproven), and integrate logic and

science to aid in the synthesis of design solutions. CAD is one of these that are used in generating

ideas, making drawings in project management and presentations. A lead to improved product

reliability, standardization, and profits. CAD’s critical role is to connect the designers to the

suppliers and manufacturers in the necessary design phase.

Popescu & Haffmann (2007) advocated that visualization is a significant tool in CAD,

which is used in all phases of the life of a product. Visualization allows designing, debugging,

ating, and marketing, maintaining, repairing, updating, and recycling products effectively and

efficiently.

Furthermore, declared that Graphics and visualization techniques have reached a great

level of sophistication that atin modules of CAD software systems. It was concluded that

visualization modules of CAD systems are typically one or more steps behind the atin, and the gap

continues to widen. Lynn (1998) demonstrated that libation effects can be tested immediately, and

decisions can be made on the spot.

Șenyapili (2005) inquiry on design jury and computer-generated presentations

demonstrated that a tension is actually created within the integration between conventional hand

drawn and computer-generated presentation techniques.

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Pektas & Erkip (2006) showed that the relationship between students and instructors’

attitude visual presentation is one of the controversial issues in computer attitude research. Some

pedagogues have suggested a relation between the student and teacher attitudes toward computers.

Synthesis

The researcher analyzed the similarities and differences of related studies found relevant

in the discussion as they are grouped accordingly: 1.) Effects of Manual and Computer-Assisted

Drafting (CAD) 2.) Advantages of Manual Drafting and CAD 3.) Purpose of CAD.

In the studies conducted by Ozkan & Yildrim (2006), Pektas & Erkip (2006), Field (2005),

they were able to determine the effects of conventional and computer-assisted drafting techniques

on drafting performance of students and teaching skills of drafting teachers. Aside from developing

thinking in three dimensions, CAD are now implemented by professionals to enhance CAD

teaching skills.

There are also advantages in using CAD in drafting skills of students as discussed in the

studies conducted by Salama & Wilkinson (2007), Brown (2009) and Robertson & Radeliffe

(2009). By the use of computer aided drafting, the architectural skills of students were enhanced

through the help of digital technology and design. It has also provided added time for students to

explore broader fields of study.

In the research conducted by Wang (2009), Pikaite (2010), Reffat (2005) and Cil & Pakdil

(2007), they were able to determine the purpose of Computer-Assisted Drafting in different aspects

of architectural development and drafting skills of students as well as the teaching techniques of

drafting professionals. By the use of digital tools, drafting instructors were able to come up with

drafting activities that participated by their students in a short period of time.

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The researcher defined and enumerated the effects of manual and Computer-Assisted

Drafting techniques on drafting performance of students and teaching skills of drafting teachers.

There are also advantages in using CAD in drafting skills of students as discussed by his findings.

By the use of CAD, it become easy for students and drafting instructors to collaborate in order to

create a modern architectural design in an easier way and shorter period of time compare with

manual drafting.

Research Paradigm

Manual and Computer- Advantages in Grade

Figure 1: Relationship between Variables

The figure shows that Manual and Computer-Assisted Drafting are the Independent

Variable while Drafting Performance of students is the Dependent Variable. According to

Research Hypothesis

To give direction to this present study, the following hypotheses are drawn:

1. Students who use Computer-Assisted Drafting work faster in creating an architectural

design than who use manual drafting.

2. Students who apply CAD techniques may create a broad, clear and precise design of an

architectural model.

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Definition of Terms

As the researcher aim for clarity, the following terms are defined operationally:

Application. It is a CAD application, also called and add-on or plug-in, can carry out

complex tasks specific to a particular drawing problem. CAD applications run in tandem with the

CAD software to perform specialized or automated tasks.

Attribute. Information or data about a drawing object which can be hidden or appear in

the drawing as text. Often this information can be extracted from the drawing and used in a

spreadsheet or other program.

Computer Aided Drafting. This refers to a common CAD programs include: AutoCAD,

Vectorworks, Microstation. Programs differ greatly in features, complexity, cost, and hardware

requirements.

Editing tools. It refers to a class of drawing commands used to modify drawing entities or

objects. Common edits include: trim, rotate, move and stretch.

Reference points. It defined as points associated with drawing objects which allow an

object to be selected, grouped, and manipulated. Reference points are often not visible. One

example is the reference point of a text line which is often found at the lower left-hand corner of

the text line.

Scale. It is ab editing tool which changes the size of an object relative to percentage. Some

objects can be rescaled to different percentages in the x and y directions. The relative size at which

a drawing is viewed on the screen or printed/plotted.

View. It refers to a graphical representation of the geometry stored in the drawing database

which appears in the drawing window or viewport. A view has a center point and a scale or zoom.

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Chapter 3

RESEARCH METHODOLOGY

This chapter discusses the research design, sampling techniques, research instrument, data

gathering procedure and data analysis of the study.

Research Design

This study is a qualitative research that makes use of in-depth interview to gather

information from the respondents. The researcher aims to explain qualitatively the effects of

manual and Computer-Assisted Drafting to Grade 11 Students of BJNHS, with relation to the

modern way of making an architectural design using CAD software.

Sampling Technique

The researcher used purposive sampling technique to choose the respondents from Grade

11 – Technical Drafting with 15 students. This sampling technique helps the researcher to collect

data from the respondents with the relation to the effects of manual and computer-assisted drafting.

Data Gathering Procedure

This study consisted of 3 phases of gathering data, namely, development of research

instrument, administering and conducting an interview and retrieval of data.

Phase 1 Phase 2
Administering / Phase 3
Development of
Research Instrument Conducting an Retrieval of Data
Interview

Figure 2. Three Phases of Gathering Data

Phase 1 included the development of research instrument. Initially, the researcher wrote 9

questions and submitted to research mentor for validation to complete the final copy of the research

questionnaire.

Phase 2 comprised the administering and conducting an interview. The researcher created

a permission letter and build a master list of respondents for interview proper.

Phase 3 involved the retrieval of data. The researcher, classified the data gathered from

research interview and arranged it by their similarities and relation with the statement of the

problem.

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Chapter 4

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter includes presentation, interpretation and analysis of data gathered from the

respondents.

1. What is manual and Computer-Assisted Drafting (CAD)?

Based on the data gathered from the research interview, the researcher defined manual drafting

as method of creating an architectural design using freehand drawing. On the other hand,

computer-aided drafting requires computer software like AutoCAD in creating an architectural

design.

2. What are the effects of manual and CAD?

The research interview result shows that one of the effects of manual drafting is that, it helps

students to improve their architectural skills using freehand drawing and it also improve the

creativity of students in creating an architectural design.

On the other hand, applying manual drafting in technical drafting is time consuming and it

does not guarantee a precise measurement of an architectural design, especially in creating a floor

plan and circular objects, because most of the respondents are palsied and some of them do not use

ruler and other drafting materials and tools in creating a draft.

Based on the interview result, one of the effects of computer-aided drafting is that, it helps

the students to improve their architectural skills and apply it in creating an architectural design in

a short period of time.

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Computer-aided drafting also guarantee a precise measurement of lines, shapes and figures

that included in their architectural plan, especially in creating a circular object.

3. What possible ways may be suggested to improve manual and Computer-Assisted

Drafting skills of Grade 11 students of BJNHS?

To improve the manual drafting skills of students, the drafting adviser should teach the

proper techniques in using drafting materials and tools like ruler in creating an architectural plan.

Students may use dry towel to control the sweating of their hands to maintain the cleanliness

of their draft and for them to create a design near to its exact measurement.

On the other hand, to improve the skills of student in Computer-Assisted Drafting, the drafting

adviser may teach a more complex topics about technical drafting to prepare his / her students in

college and architectural industry.

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Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter includes summary of findings, conclusion and recommendation of the study

on the effects of manual and Computer-Assisted Drafting to Grade 11 students of BJNHS.

Summary of Findings

Based on the data gathered from the respondents, the following are the findings of the

study.

1. Technical drafting students use both manual and computer-aided drafting in creating an

architectural design like floor plan, and 2D and 3D objects.

2. Manual and computer-aided drafting helps the students to improve their architectural skills,

but it differs in terms of working time and the procedures in making a design.

3. To improve the skills of technical drafting students, the drafting adviser should teach the

proper techniques of using drafting tools and discuss more complex topics related to

technical drafting.

Conclusion

Based on the findings of this study, the following conclusions are made.

1. Technical drafting students are aware with the differences of manual and computer aided

drafting in terms of the techniques and procedure of creating an architectural design using

both manual ang computer aided drafting.

2. Based on the findings with regards to the effects of manual and computer aided drafting,

there are more advantages in using computer aided drafting than manual drafting in

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creating an architectural plan, but both of the two drafting methods helps to improve the

skills and maximizes the creativity of technical drafting students.

Recommendation

With all the results and findings of this study, the researchers recommend the following.

1. Students should put importance in both manual and computer aided drafting in creating an

architectural plan. They should learn the standard in technical drafting for them to become

prepare in architectural industry.

2. Teachers may teach more complex topics that will helps to improve the skills of technical

drafting students. They should remind the students on the importance of both manual and

CAD techniques in technical drafting.

3. School Administration should monitor the improvement of technical drafting students in

using manual and computer drafting for them to create a program that may benefit the

students’ learning.

4. Parents should provide the basic needs of the technical drafting students including the

materials and tools that they use in creating an architectural design manually.

5. Future researchers may observe the use of manual drafting over computer aided drafting in

the future technical drafting class.

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