Journal of Pedagogy and Education Science
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Evaluation of Technical and Vocational Education and Training (TVET) Programmes in Nigeria: The Kirkpatrick Model
Full text linkThis study aims to evaluate the Technical and Vocational, Education and Training (TVET) program in the Federal Polytechnic Ilaro using the Kirkpatrick model. The model provided a very reliable and valuable framework for evaluating education and technical training or programs with four levels of Behaviour, Learning, Reaction, and Outcome/Impact. The study population is 14290 students registered during the 2021/2022 academic session of the Institution. Krejcie and Morgam's (1974) sampling technique was adopted to have a 375 sample size for questionnaire administration purposes. The study purposively selected 375 sample sizes among the graduating classes in three out of five faculty, in which the institution was divided, to represent fifty percent of the stratification. The choice of graduating classes is to have those that are about to complete their academic program, and have gone through TVET-inclined programs for self-evaluation on the changes in their behavior, learning, reaction, and noticeable outcome-impact of TVET program on them in their immediate business environment. Descriptive and inferential statistics were adopted for analysis. The result of the findings through regression analysis produced an Adjusted R-Square of -0.005, F Statistics of 0.363, and a significant value of 0.780, which indicate that Learning, Behaviour, and Reaction did not influence the Outcome or Result of the TVET program. It was concluded that learning, reaction, and behavior were adequate in the TVET program with most respondents agreeing to the variables used to test the three levels, but had no influence on the Outcome/Impact on the improvement in the trainee’s life after the program in the Federal Polytechnic, Ilaro, Nigeria.
Optimizing Students’ Performance through Artificial Intelligence (AI) Technology: A Gamified Approach to Smart Learning Environment
Full text linkThis study tested the application of Artificial Intelligence (AI) technology to optimize students' performance within a smart learning environment, employing a gamified approach. The study assessed the effectiveness of integrating AI-driven gamification techniques in Mathematics in the Modern World classes and their impact on engagement, motivation, and academic achievement. It utilized a descriptive-evaluative and quasi-experimental design. Descriptive analysis gauged student performance in pretest and posttest, while evaluative design identified differences between control and experimental groups. Quasi-experimental design assessed if the treatment caused changes in the dependent variable, measuring pre- and post-treatment variables to observe significant differences. Results showed that there was a significant difference in students’ performance in Mathematics in the Modern World classes after the integration of Artificial Intelligence (AI) technology in the instruction in the experimental group. The noteworthy improvement in student performance following the integration of Artificial Intelligence (AI) technology underscores its positive impact on enhancing instructional effectiveness, advocating for broader implementation and exploration in educational settings. However, the study's findings may be context-specific, and generalizability could be limited, as variations in educational settings and technological infrastructure may influence the effectiveness of AI-integrated gamified approaches
Optimizing Layout Structure in the ASOS Application Using the GeM Framework
Full text linkThe study aims to identify key elements such as icons, text, and paragraphs within the ASOS application. The research seeks to provide insights into the application's design, emphasizing simplicity that appeals more to younger users compared to adults. The study employs a qualitative descriptive research method to analyze the data, which consists of screenshots from the ASOS application taken on a mobile phone. Data collection focuses on various screens, including the home screen, categories screen, Ramadhan edit screen, brand screen, my bag screen, and add address screen. The analysis reveals that the application contains numerous hyperlinks facilitating the selection and purchase of goods. From the examined screens, the author identifies 207 base units, which are further classified into 51 base layouts
Analysis of Student Readiness for Online Learning at the University of Nueva Caceres, Philippines: A Case Study at the College of Arts and Sciences during The Covid-19 Pandemic
Full text linkThe educational sector has been one of the most impacted by the COVID-19 pandemic. The unexpected change from a brick-and-mortar school setting to an online platform became mandatory. Universities and colleges, as the central part of Higher Education Institutions, are considered essential sectors that involve a different level of students who represent the future potential human labor force. Therefore, it is necessary to understand the online learning readiness of the students in this current set-up. This investigation aimed to examine the students' readiness for online learning of the College of Arts and Sciences students during the COVID-19 pandemic. This research also acknowledged that preparedness for online learning would vary according to the student's characteristics. The respondents were 163 CAS students. The Student Readiness in Online Learning (SROL) was used to measure student readiness in online learning. It was found that students are ready in communication and online student attributes and in approaching technical and time management readiness. Strong associations were found between time management and technical subscales along with the demographic factors’ year level of the students and learning modality. Overall, online learning readiness had a strong association with the learning modality of the students. It was concluded that students have limited skills and knowledge to apply a given task independently, which limits effective and successful learning outcomes that are apparent in managing their time well. It is recommended that these skill gaps be addressed to reduce concerns of students from falling behind
Innovative E-Learning Strategies of Islamic Religious Teachers: A case study at a public faith-based high school in Jambi, Indonesia
Full text linkThe success of a learning process depends on the strategies educators use, including skills in presenting face-to-face and virtual lesson material, such as e-learning. This research aims to determine teachers' strategies in the Islamic Religious Education learning process by implementing e-learning as a learning medium at a public faith-based high school in Jambi, Indonesia. This research uses a descriptive qualitative approach. Data collection techniques are carried out through observation, interviews, and documentation. The research subjects were Heads of schools, Islamic religious education teachers, and students. Data analysis techniques follow Miles and Huberman's phases. The research results show that the use of e-learning as a learning medium involves three stages of learning planning before implementation, followed by learning implementation, where the teacher delivers the material and uses PowerPoint. Finally, the teacher evaluates learning by giving assignments and daily tests
Effect of Jigsaw Teaching Approach on Students’ Academic Achievement in Business Education Practicum : A Case Study in Colleges of Education, South East Nigeria
Full text linkThis study focused on the effect of jigsaw teaching approach on students’ academic achievement in business education practicum in colleges of education South-East, Nigeria. Two research questions guided the study while three hypotheses were tested. The study adopted quasi experimental research design of pretest, post-test non-randomized group. The study area is South-East Nigeria. The population of the study comprised 155 Business Education NCE II students from the seven colleges of education in South-East, Nigeria. The sample of the study is 67 NCE II Business Education students from two colleges of education in South-East, Nigeria. A Business Education Practicum Achievement Test (BEPAT) was developed by the researchers as to enable them collect data for the study. The instrument was validated by experts and subsequently administered to the 67 respondents used for the study. The administered test instrument were retrieved, marked and scored and the scores used for analysis. The items with regards to research questions were analyzed using mean and standard deviation while alternative hypotheses were tested at 0.05 level of significance using Analysis of Covariance. Findings of the study revealed that teaching and learning business education practicum using jigsaw teaching approach improve students’ academic achievement. Result of the hypotheses shows that there was no significant difference between the academic achievement of male and female NCE II students in business education practicum. Findings on the interaction effect of teaching approaches and gender indicates that gender interact to affect students’ achievement in business education practicum. The researcher concluded that jigsaw teaching approach is effective in improving students’ achievement in business education practicum irrespective of gender
Effect of Two Instructional Strategies on Students’ Achievement at Selected Abstract Concepts : A Case Study on Biology Learning in Kwara State, Nigeria
Full text linkThis study determined the effects of two instructional strategies (Project and Inquiry) on students’ achievement in selected abstract concepts of Biology. The study adopted the pretest-posttest control group, a quasi-experimental design. 120 SS II Biology students from six co-educational schools in two Local Government Areas (LGAs) of Kwara state were randomly selected. Participants were randomly assigned to treatment groups. The instruments used were: the Biology Student Achievement Test (r=0.88) and Teachers Instructional guides on Project and Inquiry strategies. Two hypotheses were formulated and tested at a 0.05 level of significance. The data collected were analyzed using analysis of covariance, the treatment had a significant main effect on students’ achievement on some selected abstract concepts in Biology(F(2, 107) =12.061; p<0.05, partial η2 = 0.184). Project strategy (PS) treatment group 1 has the highest adjusted mean achievement scores (x ̅=23.21) than those in the Inquiry Strategy (IS) treatment group11 (x ̅=17.81) and the students in the Conventional Strategy (CS) control group have the lowest adjusted mean achievement scores (x ̅=17.20). This order is represented as PS >IS > CS. The male students showed greater improvements in mean gain of achievement scores by 21.94 and female students by 17.13. Based on the findings Project and Inquiry strategies should be adopted for the improvement of students’ achievement in abstract concepts in biology
Level of Computer Literacy of Barangay Officials of Tandaay, Nabua, Camarines Sur: Basis for Community Extension Program
Full text linkThis study aims to determine the level of computer literacy of the barangay officials in Tandaay as the basis for a community extension program. Purposive sampling was used as a sampling technique to determine the respondents. With that, a total of 37 elected and appointed barangay officials comprised the study respondents. This study is a descriptive-correlational research that made use of a checklist questionnaire to gather the data. The frequency and percent distribution, weighted mean, order ranking method, and chi-square test of independence were used to interpret the collected data. The findings revealed that the elected and appointed barangay officials are “Somewhat Unaware” in terms of computer navigation skills and online communication skills. For Microsoft Office skills and computer troubleshooting skills, the respondents are found to be “Unaware”. For the factors affecting the respondents’ level of computer literacy, the result revealed that the respondents “Agree” that the indicators in computer navigation skills, Microsoft Office skills, online communication skills and computer troubleshooting skills affect their computer literacy, especially their willingness to learn and use the computer. Moreover, there is a significant difference between the respondent’s profile and their level of awareness in computer literacy. As an output, the researchers proposed an intervention plan to improve the computer literacy of the respondents. This intervention plan is a basic computer learning workshop designed and aligned based on the results of the survey
[RETRACTED ARTICLE] Pedagogical Knowledge for Technology-Enhanced Learning : A Literature Review
No full textThe inexorable growth of technological use amidst COVID-19 strengthens the emerging paradigm in education and accelerates the need for technology-supported pedagogical knowledge. This paper examines how the principles of the four learning theories, behaviourism, cognitivism, constructivism, and connectivism, are implemented in the technology-enhanced learning environment to help faculty align their pedagogy and teaching methods with technology. A review is conducted to survey relevant literature concerning learning theories and pedagogical models to achieve this goal. This review relies on four major bibliographic databases: Science Direct, Scopus, Web of Science, and Google Scholar, through which many articles are identified. Twenty-seven articles are selected according to the scope of the study. Then, a qualitative analysis is conducted to determine the four learning theories implemented in the online environment. The proposed pedagogical framework classifies the four learning theories in a hierarchical hierarchy according to their adherence to the student-centred learning approach. Connectivism is at the top of the pyramid due to its vast opportunities for learners’ autonomy, interactivity, and diversity. Constructivism precedes as it is also centred on learners, allowing for knowledge construction.
RETRACTION NOTICE: This article has been formally retracted as of March 12, 2024, at the authors' request. The authors assert that a paper similar to this article1 has been published in the International Journal of Higher Education Pedagogies (IJHEP) without their knowledge or consent. The authors maintain that, having previously submitted their work to IJHEP for review before submitting it to JPES, they received no communication from IJHEP regarding the publication status, leading them to believe that their submission had been disregarded. Operating in good faith under this assumption, the authors subsequently submitted their article to JPES. In their statement, the authors emphasize that they never intended for their paper to be concurrently published in two journals, as they fully comprehend the ethical implications associated with such actions.
1https://www.diamondopen.com/journals/index.php/ijhep/article/view/41
Skills Acquired in Business Education Programme on Business Studies Teachers’ Performance in the Secondary Schools in Ogun State, Nigeria
Full text linkThe Business Education programme is expected to provide students with the entrepreneurial skills needed to thrive in the teaching industry. The Business Studies teachers seem not to have acquired adequate skills to be gainfully employed. This study assesses the impacts of Business Education programme skills on the performances of business studies teachers in Ogun state. The evaluation model of Context, Input, Process and Product by Stufflebeam crystallized the study. Two research questions and one hypothesis were tested. A survey research design was employed for this study. The population of the study comprised all public secondary school business studies teachers in Ogun Central Senatorial district A sample of 30 schools and 50 teachers were randomly selected. Two research instruments Questionnaires and Appraisal Scale were used in data sourcing. Analysis of data involved Mean, Standard Deviation, and independent T-test. This study identified some skills teachers were taught like teaching skills, office skills and accounting skills among others. The findings of the study revealed that the business studies teachers’ performances in the schools remain unattainable due to inadequate skill acquisition. Some recommendations were made among which are that Colleges of Education should liaise with the employers of labour to receive feedback on teachers’ performances in the teaching industry and that more qualified business educators should be employed to meet up with minimum standards of the NCCE