scholarly journals Effects of Innovative and Traditional Teaching Methods on Technical College Students’ Achievement in Computer Craft Practices

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402098298
Author(s):  
Abei Zhang ◽  
Chijioke Jonathan Olelewe ◽  
Chibueze Tobias Orji ◽  
Nnenna Ekpereke Ibezim ◽  
Nnadi Hillary Sunday ◽  
...  
Keyword(s):  
College Students ◽  
Technical College ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Technological Development ◽  
Traditional Teaching ◽  
Innovative Teaching ◽  
Global Trends ◽  
Conventional Teaching ◽  
Technical College Students

Recently, global trends in technological development have brought about innovations in educational paradigms, thus giving rise to significant adoption of learner-centered and problem-centered approaches with greater potential to impart the next generation of learners compared to a more dominant teacher-centered approach. In view of this, this study presents result of the effects of innovative pedagogy integration in computer craft practices among technical college students in Enugu State, Nigeria. Result shows that innovative pedagogies applied in teaching and learning of computer craft practices were more effective in enhancing learning outcomes than the conventional teaching method. Based on this, the study concludes that computing teachers should become more creative in their day-to-day teaching activities by adopting innovative teaching approaches that can make teaching and learning of computing studies more engaging to learners.

scholarly journals Blended Method: Online-Offline Teaching And Learning, On Students’ Reading Achievement

2019 ◽  
Vol 12 (1) ◽  
pp. 22-33
Author(s):  
Harits Setyawan
Keyword(s):  
College Students ◽  
Reading Achievement ◽  
Traditional Method ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Positive Impact ◽  
Traditional Teaching ◽  
New Methods ◽  
Better Than ◽  
Blended Teaching

This study aimed at investigating the effect of Blended Method (online and offline teaching and learning) and Traditional Method (offline teaching and learning), as the comparison, on students’ reading achievement. There were 200 college students involved in this study. Half of them were taught through a blended teaching method and half of them were taught through a traditional teaching method. The data were taken from the students’ final scores in the lectures which included scores of assignment, quiz, mid-term test, and final term test. The final scores of the two groups were compared to find out the effect of the blended teaching method and the traditional teaching method. The result showed that the scores of students who were taught through Blended Method were significantly better than the scores of students who were taught through Traditional Method. It indicates that utilizing new methods while maintaining good aspects of pre-existing methods has a positive impact on students’ achievement

scholarly journals Effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology

2021 ◽  
Vol 10 (7) ◽  
pp. 330-341
Author(s):  
Chinyere Theresa Ogbuanya ◽  
Chinedu I.O Okeke ◽  
Abdullahi M Hassan
Keyword(s):  
College Students ◽  
Technical College ◽  
Teaching Method ◽  
Achievement Tests ◽  
Learning Approaches ◽  
Instructional Approach ◽  
National Board ◽  
Challenge Based Learning ◽  
Quasi Experimental ◽  
Technical College Students

This study examines the effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology. A quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge-based learning, while 59 were for activity-based learning. The study revealed that students who taught woodwork using the challenge-based learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement tests, psychomotor achievement tests and tests for retention of learning.  Consequently, the research recommended that the National Board for Technical Education (NBTE) should consider a review of the Woodwork work curriculum for Technical Colleges with a view to incorporating the challenge-based learning instructional approach into the teaching of the woodwork.                                                                                              

scholarly journals Application Research of Blended Teaching based on Duifene Teaching Platform: Modules on Construction Project Management

2021 ◽  
Vol 5 (5) ◽  
pp. 20-24
Author(s):  
Jingjing Sun
Keyword(s):  
Project Management ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Construction Project ◽  
Traditional Teaching ◽  
Construction Project Management ◽  
Teaching Platform ◽  
Advantages And Disadvantages ◽  
Teacher Student ◽  
Blended Teaching

The Duifene teaching platform is a product of various teaching methods, which greatly improves the traditional teaching method. This article introduces the function and characteristics of a blended teaching platform as well as its application for histology and embryology modules. In addition, the advantages and disadvantages of blended teaching method is also discussed. The application of this teaching platform for Construction Project Management modules encourages students to be more enthusiastic and interested toward learning. This allows a more convenient and rapid teacher-student and student-student interaction thereby improving the teaching and learning experiences.

Predictors Associated With Paid Employment Status of Community and Technical College Students With Intellectual Disability

2018 ◽  
Vol 123 (4) ◽  
pp. 329-343 ◽  
Author(s):  
Xueqin Qian ◽  
David R. Johnson ◽  
Frank A. Smith ◽  
Clare K. Papay
Keyword(s):  
College Students ◽  
Intellectual Disability ◽  
Work Experience ◽  
Technical College ◽  
Upper Midwest ◽  
Policy And Practice ◽  
Community And Technical College ◽  
Community And Technical Colleges ◽  
Paid Employment ◽  
Technical College Students

Abstract The present study sought to identify predictors associated with paid employment outcomes for community and technical college students with intellectual disability (ID). Data used were collected from the Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID) implemented in two community and technical colleges in the upper Midwest. The participants included 228 students with ID attending college who received supports based on the Check & Connect model. Results using logistic regression showed that students who only took inclusive classes, participated in campus events, had prior paid work experience, and participated in volunteering and/or community service were more likely to earn at or above minimum wage during their most recent year in the TPSID program. Implications for policy and practice are discussed.

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