scholarly journals Effects of Reflective Inquiry Teaching Method on Students’ Academic Achievement in Domestic Installation Module in Technical Colleges of Yobe State, Nigeria

2021 ◽  
Vol 2 (1) ◽  
pp. 130-142
Author(s):  
Abubakar Baba Yerima
Keyword(s):  
Academic Achievement ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Technical Colleges ◽  
Teaching Staff ◽  
Inquiry Teaching ◽  
Reflective Inquiry ◽  
Industrial Installation ◽  
Quasi Experimental ◽  
Electrical Installation

Purpose: The study investigated the effects of reflective inquiry teaching method on students’ academic achievement in domestic installation modules in technical colleges of Yobe State, Nigeria. Methodology/Approach/Design: The study is quasi-experimental in design. A pre-test and post-test   were conducted for both control and experimental groups. Two classes from four Technical Colleges were selected to give a sample size of 88. Electrical Installation and Maintenance Work Trade Achievement Test (EIMWTAT) was used to generate data for the study. The instrument was validated by three experts in the Department of Electrical Technology Education, Modibbo Adama University of Technology, Yola. To determine the reliability of the instrument, Cronbach’s Alpha was used and a reliability coefficient of 0.91 was obtained. Mean statistics was used to answer the research questions, while the null hypotheses were tested using t-test at 0.5 level of significance. Results: The study revealed that reflective inquiry teaching method improves student academic achievement when compared with the demonstration teaching method. It further revealed that reflective inquiry teaching method is not gender biased as both male and female students performed effectively in domestic installation. The study concluded that when students are taught domestic installation using reflective enquiry method, they performed better than when taught using conventional method. Practical Implications: The results of the study may have implications for teaching staff in Technical Colleges of Yobe State, Nigeria. Based on the results of the study, the reflective method can be applied in the teaching and learning of domestic installation, industrial installation and electrical installation and maintenance works in technical colleges. Originality/Value: The study innovates by experimenting with the effect of reflective inquiry in teaching Domestic Installation Module in Technical Colleges of Yobe State, Nigeria. From the analysis, the reflective inquiry was found effective in teaching domestic installation as students’ academic achievement was significantly high. By this, the use of reflective inquiry in the teaching of domestic installation, which is now being introduced, is highly commendable.

scholarly journals Comparative Effectiveness of Project and Demonstration Teaching Methods in Improving Students’ Academic Achievement in Basic Electricity in Technical Colleges

2021 ◽  
Vol 4 (2) ◽  
pp. 34-45
Author(s):  
Titus Iloduba Eze ◽  
Chibueze Nweke Nwalo ◽  
David Agwu Udu
Keyword(s):  
Academic Achievement ◽  
Teaching Methods ◽  
Technical College ◽  
Teaching Method ◽  
Technical Colleges ◽  
Research Question ◽  
Analysis Of Covariance ◽  
Post Test ◽  
Quasi Experimental ◽  
Instructional Manual

This study determined the comparative analysis of project and demonstration teaching methods in improving students’ academic achievement in basic electricity in technical colleges. The study adopted quasi-experimental design; specifically, pre-test, post-test for non-randomized and unequal groups were used. One research question guided the study and one hypothesis was tested at 0.05 level of significance. Four technical colleges in Ebonyi State, each technical college offering basic electricity, were used. A total of 141 Technical College year II (TC II) students formed the population of the study. The instruments used in the study were Basic Electricity Achievement Test (BEAT), Project Method Instructional Manual (PMIM) and Demonstration Method Instructional Manual (DMIM), which were validated by three experts. The instrument (BEAT) was administered twice to twenty (20) TC11 students in Enugu State and Pearson’s Product Moment Correlation was used to obtain a reliability index of 0.89. Data collected for the study were analyzed using mean and standard deviation for research question, while the hypothesis was tested using Analysis of Covariance (ANCOVA). The study found more improvement in students’ academic achievement when taught basic electricity using project teaching method than when taught using demonstration teaching method. The study therefore showed that project teaching method was more effective than demonstration teaching method in enhancing students’ academic achievement in basic electricity. The researchers therefore recommended among other things that teachers should embrace project teaching method more than demonstration teaching method to enhance students’ academic achievement in basic electricity.

The Effect of Using Class PC and Interactive Boards on Students' Academic Achievement and Creative Thinking

2017 ◽  
Vol 7 (2) ◽  
pp. 1-23
Author(s):  
Mohamad M. Hileh ◽  
Abdel-Aziz Ahmad Sharabati ◽  
Tamara Yacoub Nasereddin ◽  
Suheir Mustafa Hussein
Keyword(s):  
Academic Achievement ◽  
Experimental Design ◽  
Primary Schools ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Traditional Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

The purpose of the article is to investigate the impact of teaching and learning methods on Jordanian students' performance in primary schools. This study is of quasi-experimental design. Three tools are used in this study: an interactive board, a class PC and traditional tools. The data was collected by questionnaires, and then regressions were used to test the hypothesis. The results indicate that for creativity thinking, the highest difference between pre and post-test is related to class PC followed by traditional learning and finally interactive boards. Moreover, results indicate that the three tools affect fluency, flexibility and originality, while they have no significant effect on elaboration. The results also indicate that for the academic achievement class the PC reported the highest mean, followed by interactive boards and finally by traditional tools. Furthermore, results show that using class the PC and interactive boards affect students' creative thinking as compared to traditional teaching.

scholarly journals Effectiveness of Scie-chain Method on Students’ Academic Achievement and Attitude in Managing Large Classes in Science 10

2021 ◽  
pp. 33-41
Author(s):  
Ma. Mheliza S. Valiente ◽  
Rema Bascos-Ocampo
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Weighted Mean ◽  
Large Classes ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

The researchers aimed to find out the effectiveness of Scie-chain method on students’ academic achievement and attitude in managing large classes in Science 10 of Flora National High School.  Specifically, it identified the difference and effect to the academic achievement of students and students’ attitude towards Science of the traditional method and Scie-chain method of teaching. The researchers employed the two-group pretest- posttest quasi-experimental design which made use of the Scie-chain method (Inquiry-based, ICT utilization, and flock system) in the experimental group. The data were analyzed with the use of weighted mean. Results of the study showed thatoriginally the experimental group and the control group are equal in terms ofacademic achievement and attitude towards Science. After the intervention, the experimental group yielded better result in terms of academic achievement and attitude towards Science as Manifested in the difference in their post test. From the findings of the study, the following conclusions were drawn:1. students exposed to the Scie-chain method attained better academic achievement compared to students exposed to traditional teaching method; the intervention (Scie-chain method) enhanced the level of attitude of students towards Science; and the Scie-chain method is an effective strategy to manage large classes.

scholarly journals Penggunaan Smart Mind Map dalam Pdp Pendidikan Moral

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Jahidih Saili ◽  
Azmil Hashim ◽  
Nurul Hamimi Awang Japilan
Keyword(s):  
Academic Achievement ◽  
Standard Deviation ◽  
Experimental Design ◽  
Moral Education ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Survey Design ◽  
Second Phase ◽  
Quasi Experimental ◽  
Two Phases

This research identified the effectiveness of using Smart Mind Map in the teaching and learning of Moral education at Institut Kemahiran MARA (IKM) Bintulu. This quantitative study was conducted in two phases. The first phase employed a survey design and the survey data were obtained by using the questionnaire instrument while the second phase is employed a quasi-experimental design. A total of 47 students involved in this research. The validity of the data was determined by establishing reference from a panel of experts. The quantitative data were analysed descriptively and were inferred to obtain frequency, percentage, mean and standard deviation. As a result, it was found that the reliability of the instrument that was assessed via alpha Cronbach had been high, which was >80. The results show that the attitude of students is high and the use of Smart Mind Map provides a variety of benefits to students in the teaching and learning of Moral education. Quasi-experiments showed that the use of Smart Mind Map effective in improving students academic achievement. Thus, the use of Smart Mind Map need to be underway again and continuous efforts should be done to improve the function and effectiveness of Smart Mind Map in the teaching and learning of Moral education.

scholarly journals Discussion: the development of this skill in inquiry-based science teaching methodologies / Kształcenie umiejętności prowadzenia dyskusji zgodnie z metodologią nauczania przez odkrywanie

2013 ◽  
Vol 18 (1-2) ◽  
pp. 53-60
Author(s):  
Elżbieta Szostak ◽  
Ewa Odrowąż
Keyword(s):  
Summer School ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Science And Technology ◽  
Teaching Staff ◽  
Advantages And Disadvantages ◽  
European Science ◽  
Teachers And Students ◽  
Summer Schools ◽  
Teachers Training

Abstract ESTABLISH - European Science and Technology in Action: Building Links with Industry, School and Home is a four year pan-European project funded by the European Union’s Seventh Framework Programme (FP7). A specific aims of this project is to reinforce the links between school education and external world, so as to raise the level of scientific knowledge of teachers and their students, and increase students’ intrinsic motivation to science and technology. Inquiry-based science education (IBSE) has been selected as the methodology to facilitate this type of teaching and learning. In order to achieve this set aim, it is necessary to prepare the teaching staff to be involved in IBSE. Across Europe teachers and students have begun to adopt the IBSE methodology, facilitated by many projects including ESTABLISH. In Poland, the ESTABLISH teachers training included inter alia, two summer schools during which teachers can deepen the knowledge and understanding of how to apply the IBSE strategy into their own teaching practices. Selected because of their importance in contemporary society life, are the abilities to discuss, to argue and to draw connections. Those skills require the use of specific rules. During the ESTABLISH training, teachers were tasked with creating a list of rules to help them lead a “good discussion” in their classroom. They tried to follow those rules discussing many hot and current topics, for example nuclear energy or use of supplements to lose weight (Chitosan). The advantages and disadvantages of developing this skill (discussion) as part of this teaching method were examined by participants of summer school. At the end of classes teachers shared their experiences of working with proposed method and collectively created a list of discussion topics they thought would be interesting for students that can be implemented in Polish schools. In the presentation, our experiences, remarks and conclusions from working with summer schools' teachers of the ESTABLISH project will be shared.

scholarly journals Medium of Instruction (L1 versus L2): Which is in Automobile Engineering?

2014 ◽  
Vol 32 ◽  
pp. 81-86
Author(s):  
Victor Dagala Medugu ◽  
Amirmudin bin Udin ◽  
Mohammad Zameri bin Saman
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Motor Vehicle ◽  
Technical Colleges ◽  
Sampling Technique ◽  
National Language ◽  
Automobile Engineering ◽  
Positive Attitudes ◽  
Quasi Experimental ◽  
Level Of Significance

The main purpose of the study was to establish the effects of National language (L1) as supplement to English Language (L2) in teaching and learning Motor Vehicle Mechanics (MVM) Trade as a pre- requisite course for Automobile engineering training in Technical Colleges. This was because of the massive failures of students in the said subject compared to other related engineering courses. Four specific objectives were stated to guide the study. Four corresponding research questions and two hypotheses respectively were stated based on the objectives and were tested at 0.05 level of significance. The design of the study was Quasi experimental (None equivalent) design covering all Technical Colleges in the State that offers Motor Vehicle Mechanics (MVM) Trade. There was no sampling technique used. Twenty multiple choice objective questions were administered by the researcher and the research assistant after face and content validation. Test- Retest method was used to determine the reliability of the items. Data collected were analysed using mean, standard Deviation and t-test. The results showed that the students taught (MVM) Trade using L1 as supplement performed significantly better and had positive attitudes towards MVM trade than those taught using L2.

scholarly journals THE EFFECT OF ENGLISH COMICS ON THE STUDENTS’ VOCABULARY ACHIEVEMENT AT SECOND YEAR STUDENTS OF SMP NEGERI 10 KENDARI

2019 ◽  
Vol 4 (1) ◽  
pp. 25
Author(s):  
Risya Fatimah Zahra
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Research Question ◽  
T Test ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Second Year ◽  
And Control ◽  
Vocabulary Achievement

This study is conducted to investigate whether there was a significant effect of English comics on students‟ vocabulary achievement. The research question of this study was “is there any significant effect of English comics on students‟ vocabulary achievement at SMPN 10 Kendari?” The design of this study was quasi experimental design that consists of experimental class and control class. The sample of this study are students at class VIII 3 and VIII 4 in SMP Negeri 10 Kendari who register in academic year 2016/2017 with the total number of sample are 56 students, 27 for control class and 29 for experimental class. The instrument of this study is a vocabulary test. The researcher collects the data by giving pre test in two classes to know students ability, giving treatment which  the researcher conducted teaching and learning process by using English comics in experimental class and using no media (conventional teaching method) in control class, giving post test to know students‟ vocabulary achievement after being taught by using comics compared with the result in class that taught by conventional teaching media. The researcher used an Independent sample T-test in SPSS verse 20 to analyze the result of the research. An independent sample t-test was conducted to compare the gain scores in experimental and control class. There was a significant difference in the scores for experimental class (M= 2.02, SD= 2.03) and control class (M= 0.94, SD= 1.32) conditions; p= 0.02 Sig. <α or H0  is rejected and H1  is accepted.  Thus,  it  can be said  that  using English  comics  has  increased  the  students‟  vocabulary achievement. The effect of English comics can increase students‟ vocabulary achievement at second year students‟ of SMPN 10 Kendari. Keywords : English comics, Vocabulary Achievement, Media in Learning

Effectiveness of Constructivism Instructional Method on Students’ Psychomotor Achievement, Problem-Solving and Retention in Mechanical Engineering Craft Practice in Technical Colleges

2020 ◽  
Vol 7 (12) ◽  
pp. 135-148
Author(s):  
Titus. I. Eze ◽  
Sylvester Chukwutem Onwusa ◽  
Bamidele Oluyinka Olumoko ◽  
Rotimi Akinwale Sanni
Keyword(s):  
Academic Achievement ◽  
Problem Solving ◽  
Mechanical Engineering ◽  
Teaching Method ◽  
Instructional Methods ◽  
Technical Colleges ◽  
Instructional Method ◽  
Lesson Plans ◽  
Public Examination ◽  
Research Questions

        The poor academic achievement of students in technical colleges in Nigeria has been a major concern to researchers. It is believed that the application of effective instructional methods in technical colleges could enhance overall students’ academic achievement. This demands that teachers in technical colleges should adopt instructional methods that could enhance overall achievement particularly in students’ psychomotor, problem solving achievement and enhance retention in mechanical engineering craft practice in technical colleges. The study investigated the effectiveness of constructivism instructional method on students’ psychomotor achievement, problem-solving and retention in mechanical engineering craft practice in technical colleges in Delta State. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. The study adopted the quasi-experimental research design. Population of the study was 97 vocational II mechanical engineering craft practice (MECP) students in the six technical colleges in Delta State. A sample of 82 was used for the study. Instruments for data collection were Mechanical Engineering Craft Practice Achievement Test (MECPAT) and the lesson plans for the experimental and control groups. The instruments- MECPAT and   lesson plans; were face and content validated by three experts, two from the Department of Technology and Vocational Education and one from Measurement and Evaluation Unit of the Department of Educational Foundation; all in Nnamdi Azikiwe University Awka. Test–retest method was used to establish reliability of MECPAT and was calculated using Pearson Product Moment Correlation which yielded a correlation coefficient value of 0.87. Arithmetic mean was used to analyze data relating to research questions and while analysis of covariance (ANCOVA) was used to test the null hypotheses. Findings revealed that students taught  mechanical engineering craft practice using constructivism instructional method performed better, possessed requisite problem solving skills and had better knowledge retention than those taught with lecture teaching method (LTD). Based on the findings, it was concluded that constructivism instructional teaching method (CITM) is an effective and efficient mode of instruction with capacity of improving students’ learning outcome, problem solving techniques and retention ability level. Consequently, it was recommended among others that technical teachers should use constructivism instructional method in teaching mechanical engineering craft practice so as to enhance students’ psychomotor achievement in subsequent public examination.

scholarly journals Pengaruh Kualifikasi Akademik dan Prestasi Akademik Dosen Terhadap Mutu Pembelajaran

2018 ◽  
Vol 3 (02) ◽  
pp. 93-110
Author(s):  
Amirah Mawardi ◽  
Syarifuddin Ondeng ◽  
Muh. Sain Hanafy ◽  
Muhammad Yaumi
Keyword(s):  
Academic Achievement ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Sampling Technique ◽  
Purposive Sampling ◽  
Academic Qualification ◽  
Quality Of Learning ◽  
Academic Qualifications

AbstrakJenis penelitian ini adalah penelitian kuantitatif dengan pendekatan metodologis bercorak positivistic dan pendekatan ilmiah yang meliputi pendekatan pedagogis, psikologis, dan sosiologis. Responden dalam penelitian ini adalah dosen unismuh Makassar yang berjumlah 83 orang dengan teknik pengambilan sampel secara purposive(Purposive Sampling) Metode pengumpulan data yang digunakan adalah observasi, dokumentasi dan koesioner. Teknik pengolahan data dilakukan melalui analisis deskriptik dan analisis linear berganda. Hasil penelitian  yang diperoleh  adalah : 1) Tingkat Kualifikasi akademik Dosen di Unismuh  Makassar berkategori baik dengan indicator jenjang pendidikan (74,7%), penguasaan materi (79,55), metode (73,1%), media dan sumber belajar (92,8%), dan kemampuan interaksi edukasi dalam proses belajar mengajar (98,8%)  2) Tingkat Prestasi Akademik Dosen di Unismuh Makassar berdasarkan indikator. kemampuan lisan, kemampuan tulisan, keterampilan , dan kemampuan pemecahan masalah berada pada kategori  sedang. 3) Mutu Pembelajaran di Unismuh Makassar berdasarkan indicator input, proses, out put dan outcome berada pada kategori tinggi. 4) Tidak terdapat pengaruh yang signifikan kualifikasi akademik terhadap mutu pembelajaran di unismuh Makassar terbukti dari nilai signifikansi 0, 502 1,66 yang artinya H1 ditolak dan H0 diterimah. 5) terdapat pengaruh yang signifikan prestasi akademik dosen terhadap mutu pembelajaran dengan nilai  0,003 0,05 yang berarti H0 ditolak dan H1 diterimah.dengan demikian terdapat pengaruh antara 2 (dua) variable. 6) Terdapat pengaruh antara kualifikasi Akademik dan Prestasi akademik Dosen secara bersama sama terhada mutu pembelajaran di Unismuh Makassar . hal ini terlihat dari  F hitung yang diperoleh sebesar 6, 130 sedang F tabel sebesar 3,11. Ini menyatakan bahwa F hitungF tabel,  berarti nilai signifikan lebih kecil dari nilai probabilitas (0,03 0, 05) yang berarti bahwa kualifikasi akademik dan perstasi akademik  Dosen secara simultan berpengaruh signifikan terhadap mutu pembelajaran di Unismuh Makassar. Kata Kunci: Pengaruh kualifikasi, Prestasi Akademik, Mutu PembelajaranAbstractThe type of this study is quantitative research with a positivistic methodological and scientific approach that includes pedagogical, psycological, and sociological approaches. The respondents of this study consisted of 83 Unismuh Makassar Lecturers. The sample was taken by purposive sampling technique. The data collection methods used were observation, documentation and questionnaires. The data was analyzed by using descriptive and multiple linear analysis.            The result of the study showed: 1) the academic qualification level of lecturers in UNISMUH Makassar in good category with education level indicators (74.7%), mastery of material (79.55), teaching method (73.1%), media and learning resources (92.8%), and educational interaction skills in the teaching and learning process (98.8%). 2) The Academic Achievement of lecturers in Unismuh Makassar based on indicators; oral and writing ability, skills, and problem solving abilities are in the medium category. 3) The Learning Quality in Unismuh Makassar based on input, process, output and outcome are in high category. 4) There is no significant effect of academic qualification on the learning quality in Unismuh Makassar as evidenced by the significance value of 0,502 1,66 which means H1 is rejected and H0 is accepted. 5) There is a significant effect of lecturers’ academic achievement on the learning quality with a value of  0,003 0,05, which means that H0 is rejected and H1 is accepted. Therefore, there are the influences between two variables. 6) There is an effect between Academic qualifications and Academic Achievement of lecturers are jointly affected by the quality of learning in Unismuh Makassar. This can be seen from the F count obtained for 6.130 while F table is 3.11. This reveals that F count F table which means that the lecturers’ academic qualifications and achievement have a significant effect on the quality of learning in Unismuh Makassar. Keywords: Effect of qualitifications, Academic Achievement, Learning Quality

Sign in / Sign up

Export Citation Format

Share Document