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Tugwell, Owo Offia
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Civil Engineering, Building, Construction & Architecture Education Electrical & Electronics Engineering Energy

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Assessment of The Capacity Building Needs of Agricultural Science Teachers for Innovative Instructional Delivery in Secondary Schools in Rivers State, Nigeria Ekezie, Anthony Imo Arthur; Tugwell, Owo Offia
INVOTEC Vol 15, No 2 (2019)
Publisher : Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/invotec.v15i2.19631

Abstract

The study was conducted to assess the capacity building needs of Agricultural Science teachers for innovative instructional delivery in secondary schools in Rivers State, Nigeria. Descriptive survey research design with a sample of 28 Agricultural Science teachers drawn through purposive sampling from a population of 244 teachers in secondary schools drawn from both Andoni and Opobo/Nkoro Local Government Areas of Rivers State was used. Three research questions guided the study. A 20-item research instrument entitled “Capacity Building Needs of Agricultural Science Teachers Questionnaire (CBNASTQ)” was developed and used for the study. Likert 5-point mean rating scale was adopted. Cronbach’s Alpha reliability method was used to determine the internal consistency of the CBNASTQ and a reliability coefficient of 0.81 was obtained. Mean and standard deviation were used to answer the research questions. The study revealed amongst others that Agricultural Science teachers need to improve on the skills acquired through continuous professional development. Based on the findings, it was recommended amongst others that Government should ensure the continuous capacity building of teachers through the organization of workshops, seminars, symposia, and conferences to enable them to interact with one another and acquire new skills.
Effect of Problem-Based Learning on Students’ Academic Achievement in Digital Electronics in Ken Saro-Wiwa Polytechnic, Bori, Rivers State, South-South, Nigeria Tugwell, Owo Offia
INVOTEC Vol 16, No 1 (2020)
Publisher : Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/invotec.v16i1.23514

Abstract

The study investigated the effect of Problem-Based Learning (PBL) on Students’ Academic Achievement in Digital Electronics in Ken Saro-Wiwa Polytechnic, Bori, Rivers State, South-South, Nigeria. Quasi-experimental pre-test post-test control design was used in the study. The sample of the study comprised 84 Higher National Diploma (HND) final year students of electrical and electronic engineering (Telecommunications and electronics option). Three research questions and one hypothesis were formulated and tested at 0.05 level of significance guided the study. The instrument used for data collection was a 20-item Digital Electronics Achievement Test Questionnaire (DEATQ) designed by the researcher and validated by two experts in electrical and electronic engineering from Federal Polytechnic, Nekede, Owerri, Imo State. Kuder-Richardson formula was used to obtain the instrument’s reliability coefficient as 0.87. Mean and t-test were used to answer the research questions and test the hypothesis at 0.05 level of significance. The findings of the study revealed among others that problem-based learning enhances students’ academic achievement in Digital Electronics. Consequently, it was recommended among others that engineering technology lecturers in Nigerian polytechnics and universities should use more of PBL and other student-centred teaching strategies in instructional delivery in order to boost students’ achievement in technology-based courses.
Co-Authors Ekezie, Anthony Imo Arthur