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.