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 forAdopting Blended Instructional
Techniques by MetalworkTechnology 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 toanswer 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 58skills
and 19 equipmentwere 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 thatprovide teachers with the opportunity to use other mediumsin 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 softwareis 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.
Learning is made more interactive and significantwhen students are provided with a set of tools and resources; particularly when it takes place in a more dynamic environment which blended instruction emphasizes. Woodal (2010) explained that the goal of blended instruction is to empower the individual to achieve understanding of a given topic, improve job performance skills and derive results that support employment.
For the goals of blended instruction to be achieved, Carman (2005) outlined five key ingredients as elements of blended instructional process to include: live events, online content, collaboration, assessment, and reference materials. In the same vein,Woodal (2007) and Rosset, Douglis and Frazee (2003) identified the following media platform as useful in blended instructional techniques: Live face-to-face classrooms (formal), which allows the instructor and learners to be available at the same time and in the same place where all participants share the learning experience and may interact with each other. Methods in this domain consist of instructor-led classroom, workshops/laboratory activities, coaching/ mentoring and On-the-Job Training (OJT). Instructors may also use live face-to-face classrooms (informal), where students actually have control of their learning experiences and freedom to interact with peers without the instructor looming overhead. This may include collegial connections, work teams and role modelling. Furthermore, Virtual collaboration (synchronous) may be used, which provides opportunity for the instructor and the learner to be available at the same time but in different places via the internet. The synchronous virtual collaboration consists of live e-classes and e-mentoring (coaching).
Virtual collaboration (asynchronous) is another mediumwhere the instructor and the learners are available at different times via internet, a benefit for self-directed learners that prefer to learn at their own pace and own time. This domain consists of e-mail, online bulletin boards, and online communities. Other platforms include Performance supports; which are design to assist users with job performance media, and learning at the moment they need it, including help system, print job aids, knowledge data bases, documentation, and performance/decision support tools (Woodal, 2007). Lastly, Self-paced instruction can be used, in a manner that permits progress at the individual learner’s own desired rate of learning. It allows the learner to control the timing, pace and the content of instruction. Examples include, online resource links, simulations, video and audio CDs/DVDs, and online self-assessments.
Blended instruction offers great flexibility and great effectiveness as it can offer the best medium for every instructional objective as observed by Oh and Park (2009).The potential benefits depend on the instructor’s capability to appropriately integrate different delivery mediums based on the characteristics of the course and the learners. Numerous benefits in the use of blended instructional techniques were addressed by researchers. For example, Frazee’s (2007) position is that, it provides a nonthreatening environment, and students feel confident about participating and asking questions in a blended delivery mode. Oh and Park (2009) noted that blended instructional techniques work well in a large classroom since it is difficult for an instructor to accommodate diverse students’ needs in large classrooms. The potential uses of the techniques include increased access to course content and improved collaboration among professors and students, which makes instructional process more effective (Gautreau, 2011). Blended instruction has been adopted by many scholars in different areas of study and found effective for skill-driven learning activities. For instance, Movahedzadeh (2011) found this approach effective in teaching biology. Fujishiro and Miyaji (2009) reported positive effect of blended instruction on oral reading performance. Based on these literatures, the researcher is of the view that effective adoption of blended instructional techniques might improve the teaching and learning of Metalwork Technology.
Metalwork Technology is an integral part of Technical and Vocational Education (TVE) programme. It is one of the vocational trades offered in Colleges of Education. Metalwork trade comprises of both theory and practical that leads to the production of goods and services by the use of tools and metals (NBTE, 2001). The trade covers the following areas: Agricultural implements mechanic work, Air conditioning and refrigeration work, automobile mechanic work, fabrication and welding work, foundry work, mechanical craft (machining) work, and sheet metalwork. One of the aims of Technical education (which metalwork technology is a part) as stated by Federal Republic of Nigeria (2004) is to give training and impart the necessary skills leading to the production of craftsmen, technicians and other skilled personnel who will be enterprising and self-reliant. The emphasis of government on skills acquisition led to the establishment of institutions that emphasize skills acquisition at all levels of educational system (Ogbu, 2007). Among these institutions where metalwork technology is taught are the Colleges of Education.
Colleges of Education are tertiary institutions under the control of the National Commission for Colleges of Education (NCCE). The objective of these programmes according to the NCCE (2008) is to produce qualified technical teachers. The NCE (Technical) graduates are expected to acquire both physical and intellectual skills which will enable them to be self-reliant and useful members of the society. By extension, NCE (Technical) graduates apart from the teaching should be self-employed and be employer of labour, thereby reducing the level of unemployment in the society. Additionally, when qualitative training is achieved, they equally have very high hope of being employed by the industries, at the same time advancing their academic pursuit (Peter, Abiodun and Jonathan, 2010). In this regard, teaching of metalwork technology must be in conformity with the world’s transformation and best practice in line with the need of modern technology, and targeting towards industrialization as well as globalization. Some of the known techniques in metal industries are outdated and no more in use because of the advancement in technology. New techniques (special processes) of manufacturing or production are developed for efficiency and high degree of precision (Fagge, 2009). Few examples include: Powder Metallurgy, High Energy Metal Forming (HEM) and Electrical Machining Process (EMP). Metalwork students should be trained on these special processes. Metalwork technology teachers charged with the responsibility of teaching such students (both practical and theory) in Colleges of Education (Technical) are lecturers and instructors, under the supervision of Head of Department. Those trained in the university are referred to as lecturers, while the products of polytechnics are considered as instructors. Metalwork technology lecturers however, need to possess relevant skills for adopting new instructional techniques that will enable them train their students to acquire competences needed in the present industries.
Skill is that ability a person possesses to perform a given task expertly. According to Hull in Mamman (2009), skill is a manual dexterity acquired through repetitive performance of an operation. Abdullahi (2010) opined that skill is the capability of accomplishing a job with precision of certainty, practical knowledge in combination with ability, cleverness and expertness. So, it is obvious that skill is applicable in any field of human endeavour. Therefore, skill acquisition is necessary, especially in teaching metalwork technology that involves pedagogical and manipulative/technical skills. To increase their chances for employability, metalwork technology lecturers/instructors must help students to acquire skills that are flexible and relevant to the demands of the 21st century. The 21st century workplace skills require that the individual possess a combination of knowledge, practical and social skills and positive attitudes, as well as the ability to think and act independently, creatively and responsibly (Frank, 2007). If such diverse expectations are to be met, substantial changes are required and education and training system should be re-oriented in such a way as to impart a broad range of life skills. Metalwork technology lecturers/instructors thus, need to effectively adopt modern approaches in teaching and learning process.
However, whatever approach is used by metalwork technology lecturer, it is expected that he must possess the requisite qualification and skills in the areas of lesson preparation, lesson presentation and evaluation techniques, which are the key determinants for effective teaching and also determine the quality of the teacher (Jibrin, 2007). The skills needed by the teachers, as observed by Jibrin are developed through training and retraining as well as experience (years in service). In the same vein, Abba (2008) opined that metalwork technology by its nature, requires the establishment of uniformity of working conditions, workplace arrangement, operation and motion sequences, materials, tools and equipment for teachers to carry out their duties effectively.
Equipment are the necessary items needed for effective teaching and learning. According to Nwachuku (2006), equipment are the portable or heavy mechanical devices normally used for vocational technical operation in the laboratory, workshop and field laboratory. As an instructional material, Nwachukwu defines equipment as a device developed or acquired to assist teachers in transmitting organized knowledge, skills and attitudes to learners within an instructional situation directed towards learning and the acquisition of skills for the workplace. For effective training of students in any occupational area like metalwork technology, the training environment must be a replica of the working environment (Okoro, 1993). Therefore, if the appropriate equipment is not utilized, the training done can never achieve its economic and social goals (Okorie, 2001). The individual so produced or trained can hardly fit properly in to any industry. Ahmed (2009) observed that one of the factors militating against Technical Education in job creation for national development is lack of adequate and relevant equipment in schools’ workshop. In the opinion of Fagge (2009) most of the equipment in metal workshops seem outdated. According to Jain (2010) advanced and sophisticated equipment are being developed comprising of Computer Numerical Control (CNC) machines, robots and robotics, auto lathe with numerical control technology and multi-functional machine tools.
Based on the above, it is viewed that traditional teaching and learning models used by metalwork technology lecturers, which convey a formal, abstract process (Frank, 2007), with obsolete equipment (Fagge, 2009), are often far removed from the specificities of real world practice and seem unsuitable to cater for the demand of today’s workplace. Lecturers/instructors of metalwork technology should build and adopt a fully learner-centered environment to allow learners to navigate from informational to instructional content, from skills assessment to supportive tools, and from coaching to collaborative environments, which blended instructional techniques aim to achieve.
Statement of the Problem