PURCHASE FULL WORK -3500

EQUIPMENT AND SKILLS DETERMINANTS FOR ADOPTING BLENDED INSTRUCTIONAL TECHNIQUES BY METALWORK TECHNOLOGY LECTURERS IN NORTH-WESTERN NIGERIA

Vocational Technical Education Project Topics & Materials

EQUIPMENT AND SKILLS DETERMINANTS FOR ADOPTING BLENDED INSTRUCTIONAL TECHNIQUES BY METALWORK TECHNOLOGY LECTURERS IN NORTH-WESTERN NIGERIA

TABLE OF CONTENTS

TITLE PAGE                                                                                                                                     i

APPROVAL PAGE                                                                                                               ii

CERTIFICATION                                                                                                                 iii

DEDICATION                                                                                                                       iv

ACKNOWLEDGEMENT                                                                                                     v

TABLE OF CONTENTS                                                                                                       vi

ABSTRACT                                                                                                                           ix

CHAPTER ONE: INTRODUCTION                                                                                1

            Background of the Study ­­­­­­­­­­­­­                                                                                          1

Statement of the Problem                                                                                           7

Purpose of the Study                                                                                                  8

Significance of the Study                                                                                           8

Research Questions                                                                                                     10

Hypotheses                                                                                                                 10

Delimitation of the Study                                                                                           11

CHAPTER TWO: REVIEW OF RELATED LITERATURE                                      12

Conceptual Framework                                                                                           13

The Concept of Blended Instruction                                                                          13

Advantages of Blended Instructional Techniques                                                     15

Delivery modes in Blended Instruction                                                                      16

Capabilities of Blended Instructional Techniques in Teaching Metalwork

Technology                                                                                                                 18

Skills in the use of Blended Instructional Techniques                                           20

Preparation Skills                                                                                                        20

Presentation Skills                                                                                                       21

Evaluation Skills                                                                                                         23

Equipment needed in Blended Instructional Techniques                          26

Theoretical Framework                                                                                            28

Eclecticism                                                                                                                  28

Keller’s ARCS Model of Motivation                                                                                     29

Component Display Theory (CDT)                                                                            30

Multimedia and Modern Design Theory                                                                    30

Constructivism                                                                                                            31

Socially Situated Learning Theory                                                                             33

Review of Related Empirical Studies                                                                      34

Summary of the Review of Related Literature                                                      41

CHAPTER THREE: METHODOLOGY                                                                         43

Design of the Study                                                                                                    43

Area of the Study                                                                                                       43

Population of the Study                                                                                              44

Sample and Sampling Techniques                                                                              44

Instrument for Data Collection                                                                                   44

Validation of the Instrument                                                                                      45

Reliability of the Instrument                                                                                       46

Method of Data Collection                                                                                         46

Method of Data Analysis                                                                                           46

CHAPTER FOUR: PRESENTATION OF DATA ANALYSIS                                    48

Research Question One                                                                                               48

Research Question Two                                                                                               49

Research Question Three                                                                                              51      Research Question Four                                                                                                                              52

Hypothesis One                                                                                                            53

Hypothesis Two                                                                                                            54

Hypothesis Three                                                                                                          55

Hypothesis Four                                                                                                            56

Findings of the Study                                                                                                   56

Discussion of the Findings                                                                                           61

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS     66/

            Re-statement of the Problem                                                                                      66

Summary of Procedures used                                                                                     67

Principal Findings                                                                                                       68

Conclusion                                                                                                                  69

Implication of the Study                                                                                             69

Recommendations                                                                                                      70

Suggestions for further Research                                                                                71

References                                                                                                                             73

Appendix A: Letter of request for validation                                                                        80

Appendix B:  Request for Completion of Questionnaire                                                      82

Appendix C: Questionnaire                                                                                                   84

ABSTRACT

The study titled Equipment and Skills determinants for Adopting Blended Instructional Techniques by Metalwork Technology Lecturers in North Western Nigeria was influenced by the great concern about the need for effective teaching and learning of metalwork technology as a skill oriented course which equip learners with relevant skills for the world of work. The concern emanated from the advancement and sophistication in metalwork industries, which demand metalwork technology lecturers to alter their skill and adopt modern instructional techniques. The study therefore, focused on the Equipment and Skills Required by Metalwork Lecturers to efficiently adopt the Blended Instructional Techniques in North Western Nigeria. Four research questions developed and four hypotheses were formulated and tested at 0.05 level of significance. A questionnaire titled ‘Questionnaire on Equipment and Skills Determinants for Adopting Blended Instructional Techniques by Metalwork Technology Lecturers (QUESDABIT), consisting of 77 items was structured based on the four research questions. The Instrument was administered to forty metalwork teachers in seven tertiary institutions in North Western Nigeria (Kano, Kaduna, Katsina, Kebbi, Sokoto and Zamfara states). Data collected were analyzed using mean to answer the research questions and ANOVA statistics was used to test the hypotheses at 0.05 level of significance. The result of the research questions showed that all the 58 skills and 19 equipment  were required by the metalwork lecturers. The hypotheses tested revealed that there is no significant difference in the mean responses of the Lecturers, Instructors and Heads of Department in the skills and Equipment required for efficient adoption of Blended Instructional Techniques in North Western Nigeria. Therefore, the result of the study showed that there is the need for re-training of metalwork lecturers for effective transfer of knowledge to the learners. The study recommended that the management of colleges of education should often organize conferences, seminars, workshops, industrial visits, training and re-training (including on-the-job trainings) for metalwork technology lecturers to acquire the new skills and to discover new equipment and their operations in metalwork industries

CHAPTER ONE

INTRODUCTION

Background of the Study

Blended Instruction is one of the various methods used by teachers to deliver meaningful learning experiences. It evolved from the advancements in communication and network technologies that provide teachers with the opportunity to use other mediums in addition to face to face classroom sessions, to achieve instructional objectives. Teachers use inter/intranet to collect and post instructional materials, while students are referred to the internet, for assignments and collection of learning materials. Different training software is developed to facilitate effective teaching and learning. Such combination of instructional strategies/methods is referred to as blended instruction. Blended instruction therefore, refers to the mixture of different delivery methods and learning strategies that optimizes the learning experience of the user, in which classroom training sessions, Computer Based Training (CBT) and Web Based Training (WBT) can be combined as a way to train the learners. Blended instruction is a method for organizing the learning environment; facilitated by effective combination of different modes of delivery, models of teaching and styles of learning (Sahin, 2010 and Heinze and Procter, 2006).Driscoll (2010) and Dziuban, Hartman and Maskal, (2006) viewed blended instruction as a pedagogical approach that combines the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment.

GET FULL MATERIAL

Leave a Reply

Your email address will not be published. Required fields are marked *