Publication Information
Journal: NAU Journal of Technology and Vocational Education
Volume: 9(2024)
EFFECT OF REFLECTIVE INQUIRY INSTRUCTIONAL STRATEGY ON STUDENTS’ PRACTICAL SKILLS IN ELECTRICAL INSTALLATION AND MAINTENANCE WORKS IN TECHNICAL COLLEGES, DELTA STATE
Edevwie, Lawson Obaro
lawsonobaro7@gmail.com Department of Technology and Vocational Education, Nnamdi Azikiwe University
Obi, Mary Noeleen
Department of Technology and Vocational Education, Nnamdi Azikiwe University
Okoye, Peter I
Department of Technology and Vocational Education, Nnamdi Azikiwe University
Technical colleges in Nigeria were established to train skilled craftsmen, technicians, and personnel who will be innovative, inventive, and self-reliant. This study investigated the effect of reflective inquiry instructional strategy on students’ practical skills in electrical installation and maintenance works in technical colleges in Delta State, Nigeria. The study was quasi-experimental and used a pre-test, post-test, non-randomized group design. Two research questions guided the study, while two null hypotheses were tested at 0.5 level of significance. The population of the study consisted of 138 Vocation 2 students, while the sample size was 93 Vocation 2 students drawn through multiple random sampling techniques. A validated Electrical Installation and Maintenance Works Test (EIMWT) of surface house wiring, conduit house wiring, and trunking systems with a rating scale containing 25 items was used for data collection. The reliability of the instrument was determined by administering it to a group of 20 students who were not part of the study sample. The scores of the different ratters were correlated using the Kendell coefficient of concordance with the help of the Statistical Package for Social Sciences (SPSS). A reliability coefficient of 0.9 was obtained. The arithmetic mean was used to analyse the data with respect to the research questions, while ANCOVA was used to test the hypotheses. Findings indicated that students taught with RIIS obtained a higher mean than those in the control group, and female students taught with RIIS performed better than male students; therefore, the use of RIIS in teaching electrical installation and maintenance works is significant. The implication is that reflective inquiry instructional strategies improve students’ achievement in electrical installation and maintenance work. Consequently, it was recommended that technical teachers in technical colleges adopt reflective inquiry instructional strategies to improve students’ academic achievement in practical skills in electrical installation and maintenance work.
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Agbele, (2020). African Journal of Education and Practice ISSN 2519-0296 (online) Vol.7, Issue 2. No.1. pp 1 - 17, 202
Agboola, O. S. and Oloyede, E. O. (2013). Effects of project, inquiry and lecture –demonstration teaching methods on senior secondary students’ achievement in separation of mixtures practical test. Retrieved June 20, 2013 from: http://www.academicjournals.org/ERR.
Akinlaye, F. A. (2002). Social Studies Methods for Teachers. Lagos: Pumark Nigeria Ltd.
Ajai J. T, Imoko B. I (2015). Gender differences in mathematics achievement and retention Scores: A case of problem-based learning method. International Journals of science; 1(1);45-50
Alokan, F.B., Arijesuyo, A.E.(2013): Rural and urban differential in students’ academic performance among secondary school students in Ondo state, Nigeria. Journal of Educational and Social Research 3(3), 213
Anyima, F.F. (2011). Effect of reflective inquiry instructional technique on students’ achievement in Government senior secondary schools Unpublished Master’s T thesis Nsukka. University of Nigeria
Bosede AF, Emiloju AA. Rural and urban differential in students' academic performance among secondary school students in Ondo state, Nigeria. JESR 2013; 3(3): 213-217.
Cañas, A. J., Novak, J. D., and Reiska, P. (2012). Freedom vs. restriction of content and structure during concept mapping—possibilities and limitations for construction and assessment. In A. J. Cañas, J. D. [accessed Jun 13 2018].
Chen, S., and Kompf, M. (2012). Chinese scholars on Western ideas about thinking, leadership, reform and development in education. Rotterdam: Sense Publishers. https://doi.org/10.1016/j.system.2010.03.003
Chen, S.-M., and Sue, P.-J. (2013). Constructing Concept Maps for Adaptive Learning Systems based on Data Mining Techniques. Expert Systems with Applications, 40(7), 2746-2755.
Dixit, M.N. (2017). Reflective Teaching of Secondary Teachers in relation with their Attitude towards Action Research and Some Other Variable Educational Quest: An Int. J. of Education and Applied Social Science: Vol. 8(3), pp. 1-8.
Dorothy Uchenna Akubuilo, Anthonia Chinwe Ugo, Donald Chukwuma Ugo, Jane Ijeoma Ugochukwu, Michael Ejime Ikehi (2019)
Edinyand, S. D andUbi, I. E. (2012). Relative effectiveness of inquiry and expository method of teaching social studies on academic performance of secondary students in Akwa Ibom State, Nigeria. Retrieved June 20, 2013, from: www.connectionebscohostcomy/articles.
Essays, U.K. 2018. The Myers Briggs Type Indicator Education Essay. Retrieved from https://www.ukessays.com/essays/education/the-myers-briggs-type-indicator educationessay.php?vref=1 (NF EN 13306 X 60-319 standard, June 2010). From Wikipedia, the free encyclopedia.
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mains tream classroom. Portsmouth, NH: Heinemann.
Gningue, S. M., Schroder, B., & Peach, R. (2014). Reshaping the “glass slipper”: The development of reflective practice by mathematics teachers through action research. American Secondary Education, 42(3), 18–29.
Hu, M. L. M., and Wu, M. H. (2012). The Effect of Concept Mapping on Students' Cognitive Load. World transaction on engineering and technology education, 10 (27) 134-137
Ige T.A and Olayode A.J (2012).Effects of two modes of reflective teaching on Students’ Academic Achievement in Basic Science Fines, B.G. 2014. Assessing Reflection. Retrieved from: http://law2.umkc.edu/faculty/profiles/glesnerfines/REFLECTION.pdf
Lyons, N., Halton, C., and Freidus, H. (2013). Reflective inquiry as transformative self-study for professional education and learning. Studying Teacher Education, 9(2), 163–174. doi:10.1080/17425964.2013.808057
Markley (2012). International Journal of Education, Learning and Development Vol. 8, No.9, pp.40 49, December 2020 Published by ECRTD-UK Print ISSN: 2054-6297(Print), Online ISSN: 2054-6300(Online)
M. Pedaste et al. Phases of inquiry-based learning: Definitions and the inquiry cycle Educational Research Review (2015)
MTH Chi, R Wylie - 2014. The ICAP framework; linking cognitive engagement to active learning and outcomes. Educational psychologist, 49:219-243
NABTEB, (2016) (2017) Journal of Research in Humanities and Social Science Volume 9 ~ Issue 4 (2021) pp: 13-23ISSN (Online):2321-9467 www.questjournals.org
National Board for Technical Education (2018). FCE Approves six-level NVOF for Country NBTE Blweekly Bulletin, April-May -1
Olibie, E. I. and Ezeoba, K. O. (2013). Effects of guided inquiry method on secondary students’ performance in social studies curriculum in Anambra State, Nigeria. Retrieved June 6, 20
Okwelle and Ojotule (2018). British Journal of Education 8(4), 46-56.
Owodunni, (2020) In International Journal of Social Sciences & Educational Studies 7, No.3
S.Dogan et al. Effect of professional learning communities on teachers and students: Reporting updated results and raising questions about research design School Effectiveness and School Improvement (2018).
Shanmugavelu, G., Parasuraman, B., Arokiasamy, R., Kannan, B, and Vadivelu, M. (2020).
The Role of Teachers in Reflective Teaching in the Classroom. Shanlax International Journal of Education, 8(3), 30-33
Tienken, C. H., Goldberg, S., and Dirocco, D. (2010). Questioning the questions. Education Digest: Essential Readings Condensed for Quick Review, 75(9), 28–32.
Ugo, Ugo, Ugochukwu and Ikehi, (2019), International Journal of Education, Learning and Development Vol. 8, No.9, pp.40 49, December 2020 Published by ECRTD-UK Print ISSN: 2054-6297(Print), Online ISSN: 2054-6300(Online) Journal of Research in Education and Society, 5(3), 2141-6753
Umar I, Abdullahi Z, Hassan H. (2015). Effects of cooperative learning on secondary school students’ achievement in financial accounting. Paper presented at the international conference on accounting studies. Johor, Malaysia;Available:http://www.icas.my
Vishnu, C. R. and Regikumar, V. (2016). Reliability Based Maintenance Strategy Selection in Process Plants: A Case Study. Procedia Technology,. 1080-1087. doi: 10.1016/j.protcy.2016.08.211.
World Transactions on Engineering and Technology Education, 10(2), 134-137. (Furtak, Seidel, Iverson, Briggs, in Marcia C. Linn, Kevin W. McElhaney, Libby Gerard, & Camillia Matuk, 2018). Inquiry Learning and Opportunities for Technology ISSN- 2349-7076
Zainuddin, Z., and Halili, S. (2016). Flipped classroom research and trends from different fields of study. The international review of research in open and distributed learning, 17(3). doi:10.19173/irrodl.v17i3.2274.