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 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.

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.

A COMPARISON OF AMERICAN-BORN CHINESE AND TAIWANESE COLLEGE STUDENTS IN APPROACHES TO STUDYING

2018 ◽  
Vol 6 (2) ◽  
pp. 01-09
Author(s):  
Sherry Liang
Keyword(s):  
College Students ◽  
Time Management ◽  
Study Skills ◽  
Extrinsic Motivation ◽  
Chinese Students ◽  
Social Contexts ◽  
Learning Approaches ◽  
Approaches To Studying ◽  
Strategic Approach ◽  
Quasi Experimental

Purpose:The purpose of this study was designed to bracket both population’s culturally-related study skills in an attempt to know their similarities and dissimilarities. Methodology:The current study used a quasi-experimental quantitative researchto examine 62 American-born Chinese and 79 Taiwanese college students by using the Approaches to Studying Inventory to compare their learning study approaches. Results:Data analysis revealed three significant results: (a) American-born Chinesestudentsexpressed more interesting in ideas in deep approach and syllabus-boundness in surface approach than Taiwanese students. (b) Taiwanese students showed more in seeking meaning in deep approaches and time management in strategic approach than American-born Chinese students (c) American-born Chinese students displayed grater extrinsic motivation than their Taiwanese counterparts whereas Taiwanese students were more intrinsically motivated academically than American-Born Chinese students. Implications:Results suggest that American-born Chinese students’ learning approaches were influenced by their learning and social contexts.  Further studies could be conducted to identify the learning approaches in various generations of American-born Chinese to differentiate learning and social context influences.

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