Relative Effectiveness of Constructivism and Meta-Learning Teaching Methods on Students’ Academic Achievement and Retention in Basic Electricity in Technical Colleges (Published)
The study determined the relative effectiveness of constructivism and meta-learning teaching methods on academic achievement and retention of basic electricity among Technical College students. A quasi-experimental research design was adopted. Purposive sampling technique was used to select 108 students from four technical colleges in Anambra State. Two technical colleges each were randomly selected to experimental group one and other two technical colleges to experimental group two. Experimental group one used constructivism teaching method while the experimental group two used meta-learning teaching method. The instrument for data collection was Basic Electricity Achievement Test (BEAT). BEAT was developed by the researchers and validated by three experts in the Faculty of Education, Nnamdi Azikiwe University, Awka. Kuder Richardson 20 formula was used to determine the reliability of the instrument which yielded reliability co-efficient of 0.87. Data collected for the study were analyzed using mean for research questions and ANCOVA for null hypotheses at 0.05 level of significance. The result of the study revealed that constructivism teaching method had a significant effect on students’ achievement when compared to meta-learning teaching method. Also the study showed that meta-learning teaching method had a significant effect on students’ retention ability. Based on the findings, it was recommended among others that teachers of basic electricity should adopt the teaching methods that incorporate constructivism teaching method and meta-learning teaching method in teaching and learning of basic electricity in order to enhance knowledge mastery and retention among students.
Bridging the Skills Gap of Graduates of Technical Colleges and the Industries in Nigeria (Published)
The skills gap that exist between the graduates of technical colleges and the industries has limited the employability of the graduates of technical colleges in Nigeria to the advantage of expatriate skilled manpower who have taken over the jobs that are available for the teeming Nigerian youth population. The causes of the skills gap have been traced to poor funding, inadequate infrastructure and facilities in the technical colleges to poor partnership between the industries and the technical colleges amongst several other causes as numerated in the main write up. Consequently, the following recommendations are therefore proffered in order to bridge the skills gap between the graduates of technical colleges and the work places:
- A strong career orientation must be inculcated in the minds of the students of technical colleges on the relevance of general education in improving their basic skills
- Technical Colleges should maintain a close link with the industry for technical co-operation and mutual benefits
- Technical Teachers Training should be expanded to increase the capacity of instructors and teachers of technical colleges
- Training and grant opportunities available within non-governmental and international organization should be taken advantage of by the technical colleges
- Independent technical boards and commissions should be established at the various states to oversee the operations of technical colleges instead of allowing them as appendages of the general ministries of education.
Web-Based Application of Electrical Installation and Maintenance Work Intelligent Tutoring System in West African Technical Colleges (Published)
Digital technology has provided an effective instructional delivery paradigm in technical education, which enhances the attainment of cognitive, affective, and psychomotor skills. The purpose of an intelligent tutor as a computer-aided learning system is to complement teacher activities by providing students with relevant information via a computer interface. This study aims to develop a web-based artificial intelligence tutoring system for practical electrical installation and maintenance work for teachers in Nigerian technical colleges. Specifically, the study sought to develop the Electrical Installation Intelligence Tutor (EIIT) software, determine the effect of the tutor on students’ acquisition of practical skills, and determine students’ interest in studying electrical installation. Two research questions and two null hypotheses guided the study. The study adopted R&D design. From a population of 263 electrical installation students, 20 were selected to use the stand-alone method and 18 to use the web-based method. The instrument for data collection was lesson plans based on three of the components of electrical installation namely, domestic and industrial installation, and cable jointing topics as listed in the National Board for Technical Education syllabus. An achievement test and interest survey were developed and built into the software. Validation of the content of the achievement test was determined to be 0.67, while the internal consistency of the survey was 0.89. The null hypotheses were tested through analysis of covariance at the 0.05 significance level. Results show that use of the tutor caused the students to be more highly interested and motivated. Thus, the authors recommend intelligent tutor
Attitudes of Teachers Towards Application of Item Response Theory in Technical Colleges in Rivers State (Published)
This study investigated attitudes of teachers towards the application of item response theory (IRT) in the technical colleges in Rivers State. It is intended to ascertain the influence of these teacher-related factors on testing processes using IRT in these institutions. Five research questions were asked to guide this study and five null hypotheses were formulated and tested. Cross-sectional survey research design was adopted in this study. The population of this study comprised all the 424 technical teachers in the 15 technical colleges in Rivers State. The study used stratified random sampling technique to draw the sample of size of 212 out of the population. The instrument for data collection was a self-designed Likert type (five response level) questionnaire titled,“Survey of Teacher’s Attitudes Towards Application of Item Response Theory (STATA-IRT), with a reliability coefficient of .86. Correlation analysis was used to answer the research questions and multiple regressions, R, was used to test the null hypotheses at 0.05 alpha level. It was found from the overall result, that strong linear relationship exists between attitudes of teachers and the application of Item Response Theory in Technical colleges Rivers State. It was also found from the multiple regression results that the attitudes of teachers are predictors of effective application of item response theory in the technical colleges in Rivers state.
Assessment of the Adequacy of Material Resources for Effective Teaching of Building Technology: A Panacea for Promoting Entrepreneurial Skills in Rivers State Technical Colleges. (Published)
The global economic pressure to compete on cost, service and quality has resulted in the agenda of the Government to re-focus the economic development processes to increase and nurture intellectual capital and entrepreneurship for economic transformation in Nigeria. This study was designed to assess the adequacy of building material resources for effective teaching of building technology: a panacea for promoting entrepreneurial skills in building technology in Rivers State technical colleges. The population for the study was 90,made up of 26 technical teachers, four technical instructors and 60 building technology students in the four technical colleges in Rivers State .A questionnaire based on five point Likert- scale was used as the data collection instrument .mean was used to analyze research results. The findings of the study are (1) workshops are not well equipped with sufficient tools and equipment. (2) lack of in-training of teaching personnel (3) inadequate power supply to the workshops. The study recommended the following: there should be adequate supply and proper maintenance of tools, equipment, and workshops. Government should ensure steady power supply to the workshops for practical and there should be in-service training for teaching personnel through seminars and workshops.