Instructional Model for Teaching Metalwork Trades in Technology-based Education: An Empirical Evidence from Nigeria

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Arikpo Sampson Venatius, AedeHatib Musta’amal, Ogumbe Boniface Ekwok


The complicity of teaching technical skills requires teachers to devise a new skill teaching procedure. Developing technical skills requires the adoption of an interactive teaching procedure with emphasis on the psychomotor domain. This study is to develop an instructional model for teaching metalwork trades (MwTs) undergraduate students in technology-based education. The study applies the research and development design by optimizing the experimental subject. The participants were 118 lecturers/instructors and 37 industrial technicians drawn through a purposive sampling procedure. The data for the study was obtained from participants using a well-structured 15-items questionnaire and the hypothesis was tested at a 0.05 level of significance. The reliability of the “Instructional Model for Teaching Metalwork Trades in Technology-based Education (IMTMTTE)” stood at 0.77. Data were analyzed using mean, standard deviation, and independent t-test statistics. The result of the study is in the form of four steps teaching model viz: 1) Task identification 2) Material organization 3) Task performance and 4) Evaluation to enhance the teaching of practical skills in colleges. The model is preferred based on the grand mean values of participants ranging from 3.02 to 4.67 for the 15-items and the t-test analysis, which revealed no significant difference between the mean rating of Lecturers/Instructors and Industrial technicians on their preferred procedure for teaching practical skills in MwTs in technology-based education. This finding offers an interesting insight into the teaching practical skills and it is recommended for implementation in technology-based education.

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