EFFECTS OF SELECTED INSTRUCTIONAL METHODS ON STUDENTS ACHIEVEMENTS IN PRACTICE ELECTRONIC WORKS IN ANAMBRA STATE TECHNICAL COLLEGES

Background to the Study

Globally, educational systems are under great pressure. It needs to adopt innovative methodologies and to integrate New Information and Communication Technologies (NICTs) in the teaching and learning process. So as to prepare students with the knowledge and skills needed in this 21st century (Kaint, 2009). Visual projection method of instruction is essential for teaching and learning of practical electronics works in this 21st century. This visual projection method of instruction for teaching and learning of practical electronics works in a new innovation.

Practical electronics works (PEW) is one of the course areas in Vocational Technical Education and Training (VTET). The course is offered at the senior levels National technical certificate   I –III (NTC I - III) in technical colleges in Nigerian education system. The course has both the potential for sustainable technological and economic growth of any country that has made serious efforts in planning, delivering and enhancing learners’ potentials in the course (Federal Republic of Nigeria (FRN), 2013). Okoye and Achigbo (2010) observed that practical electronics works is one of the subjects considered very vital in achieving global economic goals. According to them, the subject has both the potential for sustainable technological growth and inherent advantage to other engineering and technological areas. This demands that practical electronics works study should be handled with care, renewed commitment and increased resources. Johassen (2008) stressed that

practical electronics works as a course of study, is the skill and knowledge needed by all citizens to thrive and survive in a society that is dependent on technology for handling information and solving complex problems.

Despite the numerous benefits accruable through the course, the National Business and Technical Examination Board (NABTEB) Chief Examiner’s annual report shows that the trend in students’ achievements in practical electronics works is not encouraging when compared with other related options in vocational and technical education courses. For example, out of 1752 students enrolled in practical electronics works for the period of 2004- 2013 (10 years), 619 or 38.4 percent of the students obtained the required grade that can offer them admission into higher institution while 1133 students or 61.6 percent failed the examination and as such can not secure admission into higher institution. This shows that fewer than expected number of students passed the course in the National Business and Technical Examination Board (NABTEB) and internal examination in practical electronics works (see, Appendix A, p.131). The question now is; are instructional methods used for teaching the students responsible for this low level of achievement in practical electronics works?

Indeed, incidences of students’ poor achievement in NABTEB examinations over the past decade, between 2004 and 2013 have continued to be a source of concern to practical electronics works teachers and managers of education in Nigeria. Further to poor achievement in practical electronics works examination, according to NABTEB Chief Examiner annual report (see, Appendix B, p.132), enrolment record also indicates that enrolment trend fall below 1.6 percent annual growth rate. The enrolment trend in practical electronics works as against other areas of technical education field (options) is not satisfactory (see, Appendix B, p.132). Aina (2010) opined that the reason for failure of students in science and technology courses in Nigeria stem from the culture and attitudes of teachers and students. For instance, Aina stated, that science requires students’ participation and independency in learning, that in teaching science, the child should be viewed as an active learner and not a passive one because children learn best by doing. Further, Aina expressed that this practice to Nigerian child, is yet to come, because much emphasis is placed on certificates, which ought not be but rather consider the different learners’ ability in the class.

New Information and Communication Technologies (NICTs) integration is understood as the usage of technology seamlessly for educational process like transacting curricular content, students working on technology to perform authentic tasks and developing technology supported products. Howstuff (2008) saw visual projection method of instruction (one of the new innovative technology) as the use of teaching materials and techniques that do not depend mainly upon the printed words to convey meaning. It is also called instructional media and works through sight and sound. Examples of such materials include still and motion pictures, videotapes, recordings, museum exhibit and multimedia computer software. One’s ability to remember what one learns can increase vastly through a combination of seeing and hearing information.

When used, visual projection devices enable teachers to supplement their lesson with pictures that can be projected onto a screen. In practical electronics works study, those subject matters or topics considered difficult, visual projection method of instruction can be adopted to enhance effective

learning outcome and challenge students’ innovative ideas expecting the most from their excellent achievements. For example, printed circuit board can be projected to the screen through carefully planned procedures and stages necessary for effective production and communication. Opaque projectors, overhead projectors, film strip, slide projectors and liquid crystal display projectors are most widely used projectors. With some audio-visual aids, such as screen and projectors, the instructor can reach large group with materials that could otherwise be visible to only a few persons at a time.According to Schunk (2008), guided discovery method of instruction involves constructing and testing hypotheses rather than passively reading or listening to teacher presentation. Guided discovery is as problem based inquiry and inductive reasoning because students move from specific topic to formulate rules and principles. In guided discovery method of instruction which involves group of students with different abilities working together to achieve both group and individual goals, students work through assignments until all group members successfully understand and complete the assignments (Kirschner, Sweller & Clark, 2006).

According to Reid, Zhang and Chen (2003), research on discovery learning has moved from concept discovery learning toward authentic discovery learning, which is characterized by designing scientific experiment. In teaching practical electronics works, the authors suggested that guided discovery method of instruction should be adopted in order to encourage learners to develop abilities and skills needed in building self confidence that should challenge any future endeavour in the field of the learners’ study.

According to Thomas (2008), the practical value of constant project in practical electronics works should be encouraged as project-based method of instruction which can also be termed project learning involves completing complex tasks that result in a realistic product or presentation to an audience. Although, Thomas found that students gain in factual learning could be equivalent or superior to those students in traditional classroom instruction. Beckett (2009) observed that project-based learning creates opportunities for students to exercise their academic listening, comprehension and note taking skills. Beckett further stated that project-based learning allows students to take an integrated approach to language, content and skills teaching. Petersen (2008) found that project-based learning creates opportunities for students to practice listening, speaking, reading and writing skills which enables them to see their classroom learning needs.

Teaching is becoming one of the most challenging professions in Nigeria where knowledge is expanding rapidly and much of it is available to students as well as teachers at the same time. Hence, there is need to examine different methods of instruction for purpose of determining the most effective method that would enhance students’ achievement in practical electronics works in technical colleges.

Student’s achievement has become a hot topic in education today, especially with increased accountability for classroom teachers. The ultimate goal for any teacher is to improve the ability level and prepare students for adulthood/higher knowledge. Defining students achievements and factors that impact progress is critical to becoming a successful teacher (Darling- Hammond, 2006).

According to Tienken and Wilson (2009), student’s achievement measures the amount of academic contents a students learns in a determined amount of time. Each grade level has learning goals or instructional standard that educators are required to teach. Standards are similar to a “to do list” that you can use to guide your instruction. Students achievements will increase when quality instruction is used to teach instructional standard. For instance, you have a “to do list” that involves three tasks: dropping off cleaning, filling your gas tank and studying for a final result. Questions you may ask yourself are: in what order do I accomplish my task? How am I going to get each task finished? Should I study at the library where it is quieter or at home where I may be distracted? Is it worth it to purchase gas a few block from home at higher price or drive a short distance to save money? Your goal is to get your “to-do-list” finished in the most efficient and timely way possible.

Furthermore, Tienken and Wilson have it that, when teaching, you must use the same process when addressing instructional standards. Questions you should ask to successfully complete your “to-do-list” or learning standards in a timely and efficient way include: what type of students do I have? How am I going to teach the standard? Will they understand the vocabularies? How long do I think it will take for student to fully learn the materials? The researchers concluded thus, successful instruction of standards result in student achievement. However, knowing the “what and the how” is just the first step to successful student achievement as well understanding the factors that can impact a student ability to learn is equally important. Therefore, practical electronics works instructors should always consider the above mentioned requirements when instructing/teaching their students.