Technical Education Lecturers’ Knowledge of Students’ Engagement in Application of Interactive Instructional Strategies
Keywords:Technical education, students’ engagement, interactive instructional strategies, descriptive statistics, survey method
This study identifies the technical lecturers’ perception of students’ engagement in application of interactive instructional strategies using survey method. The study aimed to determine student in technical institutions level of the: meaning of students’ engagement in instruction; indicators of students’ engagement in instruction and factors that influence students’ engagement in application of interactive instructional strategies. The population for the study consisted of all ninety two technical education lecturers in technical universities and colleges of education in South Nigeria. The instrument used for data collection was a twenty item questionnaire derived from past literature reviewed. Five experts were validated that instrument. Cronbach Alpha analysis was used to determine the reliability of the instrument and the researcher was found that the reliability coefficient was 0.83. The research questions were achieved going through the Mean and Standard Deviation analysis. The findings revealed that the technical students were not adequately knowledgeable of the interactive instructional strategies. Based on the findings of this study, it was recommended among others that students’ engagement in instruction should be emphasized in capacity building through mentoring and peer collaboration that offer technical teacher education programmed organized within tertiary institutions, by government and other stakeholders.
Blatchford, P., Bassett, P., & Brown, P. (2011). Examining the effect of class size on classroom engagement and teacher-pupil interaction: Differences in relation to pupil prior attainment and primary vs secondary schools. Learning and instruction 21 (1), 715-730.
Chapman, E. (2003). Alternative approaches to assessing student engagement rates. Practical assessment research and evaluation 8 (13). Retrieved from http://pareonline.net/getvn.asp?v=8&n=13.
Federal Republic of Nigeria (FRN). (2014). National Policy on Education. Lagos: NERDC Press.
Finn, J. D., & Pannozzo, G. M. (2004). Classroom organization and student behaviour in kindergarten. Journal of educational research, 98 (2), 79-92.
Fletcher, A. (2005). Meaningful student involvement: Guide to students as partners in school change. Olympia, WA: Common Action. Retrieved from http://www.soundout.org/MSIGuide.pdf.
Guido, R. M. D. (2014). Evaluation of a modular teaching approach in materials science and engineering. American Journal of Educational Research, 2(11), 1126-1130.
Manuel, S. (2011). How classroom management affects student engagement. Theory into practice, 48 (2), 114-121.
Marzano, R. J., Pickering, D. J., & Heflebower, T. (2011). The main idea: The highly engaged classroom. Marzano research laboratory.
Nussbasum-Beach, S. (2015). The key to making the shift to active learning (and why technology is not enough) powerful learning practice. Retrieved from http://plpnetwork.com/2015.
Ogbuanya, T. C., & Onatunde, E. K. (2015). Effects of cooperative mastery learning approach (CMLA) on students’ interest towards learning technical drawing in technical colleges in Federal Capital Territory (FCT), Abuja, Nigeria. International journal of educational research, 14 (1), 40-56.
Olaitan, S. O., Asogwa, V. C., & Eze, S. O. (2011). Entrepreneurial skill capacity building needs of instructors in range and pasture management for effective teaching of animal production in schools of agriculture in Southeast, Nigeria. Journal of Nigeria educational research association 16(1), 105-114.
Oludipe, B. I., & Oludipe, I. D. (2010). Effect of constructivist-based teaching strategy on academic performance of students’ in integrated science at the junior secondary school level. Educational research and reviews, 5 (7), 347 - 353. Retrieved from http://www.academicjournals.org/journal/ERR/article-full-text-pdf/34B74D84098.
Oranu, P. C. (2011). Student engagement: Issues and concerns for Nigerian schools in achieving millennium development goals. International journal of academic research in progressive education and development, 1 (1), 256-259. Retrieved from http://www.hrmars.com/admin/pics/629.pdf.
Oviawe, J. I. (2019). Professional Teaching Competencies Required by Lecturers for effective implementation of Technical Drawing Curriculum in Tertiary Institutions in South-South Nigeria. Journal of Educational Realities (JERA), 8(1), 12-29.
Pollack, S. (2015). Moving beyond icebreakers: An innovative approach to group facilitation, learning and action. Retrieved from www.movingbeyondicebreakers.org/chapters/interactive-methods-in-the-classroom.php.
Shernoff, D, J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. (2003). Student engagement in high school classrooms from the perspective of flow theory. School psychology quarterly, 18 (2), 158-176.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psychology, 85 (4), 571-581. Retrieved from http://www.ericdigests.org/2005-2/engagement.html.
Taylor, L., & Parsons, J. (2011). Improving student engagement. Current issues in education, 14 (1). Retrieved from http://cie.asu.edu/.
Willams, J. D. (2003). Student engagement at school: A sense of belonging and participation. Results from PISA 2000. Paris: Organization for Economic Co-operation and Development (OECD). Retrieved from http://www.unb.ca/crisp/pdf/0306.pdf.
World Bank. (2003). Tertiary education (Higher Education). Washington DC: The World Bank.
Young, S., & Bruce, M. A. (2011). Classroom community and student engagement in online courses. MERLOT journal of online learning and teaching, 7 (2), 219-230.
How to Cite
Copyright (c) 2021 Jane Itohan Oviawe, Irdayanti Mat Nashir, Mohamed Nor Azhari Azman
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.