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Chinyere Theresa Ogbuanya
University of the Free State
Education

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Impact of problem-based laboratory experience on behavioral skills outcome of telecommunication students in polytechnics Chinyere Theresa Ogbuanya
Konselor Vol 11, No 2 (2022): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (522.322 KB) | DOI: 10.24036/02022112121279-0-00

Abstract

The study determined the impact of problem-based laboratory experience on the behavioral skills outcome of telecommunication students in Polytechnics in North Central Nigeria. Quasi- experimental research design was used for the study. The sample for this study comprised 282 telecommunications students in 12 polytechnics in North Central Nigeria. A questionnaire titled “Behavioural and Skills Outcomes Scale. The coefficient of internal consistency was established using Cronbach alpha and was found to be 0.73. Data collected were analyzed using Analysis of Variance, t-test and analysis of co-variance with SPSS version 22. A significant main effect of treatment was observed on the overall behavioral skills. There was non- significant effect of gender but a significant interaction between treatment conditions and gender was found out. There was no significant difference in the behavioral skills outcome based on gender, age, residence, location, religion and ethnicity. It was recommended that technical teachers should use problem bases laboratory experience in teaching and learning telecommunication in Polytechnics as well as emphasize and assess behavioural skills outcome.
Self-Esteem, job motivation, behaviour and performance nexus among electrical installation and maintenance work teachers in technical colleges Chinyere Theresa Ogbuanya
Konselor Vol 11, No 3 (2022): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (847.255 KB) | DOI: 10.24036/02022113121282-0-00

Abstract

The study investigated the moderating roles of self-esteem and gender in the relationship among job motivation, job behaviour and job performance of electrical installation teachers in Technical Colleges, Nigeria. The study adopted correlational design in conducting the research. The study was guided by four hypotheses. The population for the study was all 111 electrical installation teachers across South-West technical colleges. All the 111 electrical installation teachers across South-West technical colleges participated in the study. The instrument used for data collection in the study was a questionnaire and was validated by three experts. An internal consistency test result indicated 0.79 for job motivation, 0.83 for job behaviour, 0.84 for job performance and 0.77 for self-esteem. Data collected from the study was analyzed using Pearson Product Moment Correlation (PPMC) and BC bootstrap from PROCESS macro. The major findings of the study established that self-esteem and gender significantly moderated the relationship between job motivation and behavior, job motivation and performance, as well as between job behavior and job performance. Based on the findings of the study, it was recommended that special attention should be placed on developing electrical installation teachers self-esteem in order to improve their possible job related behaviour and performance. It was also recommended that physiological interference of gender should be carefully studied among electrical installation teachers in order to enhance approximately equal performance from teachers and other employees.
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