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 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 21^st century. The 21^st 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

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