Currently, there is a program called Construction Technology at Vocational College, which offered Computer-aided Design (CAD) courses. These courses require the creation of designs by using a CAD software application called AutoCAD. In accordance with that, each of the Construction Technology program instructors needs to increase their own values and importance that is in line with the implementation of the Vocational College Standard Curriculum (VCSC) which included the skills of using AutoCAD software. This software is used by the instructors through method demonstration in the teaching process in order to complete the module and produce related designs. This study was conducted to determine the relationship between the perception of skills and the readiness of using AutoCAD Software among the instructors of the Construction Technology program in their teaching. The respondents of the study consisted of a total of 193 instructors of the Construction Technology program throughout Peninsular Malaysia. This study used a questionnaire as its main instrument to collect data. The collected data were then analyzed descriptively and inferentially using The Statistical Package for Social Science (SPSS) software version 23.0. Correlation analysis shows that there is a strong and significant relationship between perception of skills and the readiness of using AutoCAD software in teaching with r=0.845 and p<0.05. This study can help to provide additional information to the people or organizations that are involved in the planning of the Construction Technology program and Vocational College Standard Curriculum (VCSC) which is very useful to help improve the competency of the instructors in the future.
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In-Text Citation: (Safiee, Hanapi, Subri, Sheh, & Sharif, 2019)
To Cite this Article: Safiee, Z., Hanapi, Z., Subri, U. S., Sheh, Y. S., & Sharif, M. S. (2019). The Relationship between the Perception of Skills and the Readiness of Using AutoCAD Software among the Instructors of Construction Technology Program at Vocational College. International Journal of Academic Research in Business and Social Sciences, 9(3), 589–598.
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