Efficacy of Visual Prompt for Basic Technology Instruction in Junior Secondary Schools: Ability Grouping Proposition

Autor/inn/en	Otobo, Audu Omar Ahmed; Onkala, Adiwu Talatu
Titel	Efficacy of Visual Prompt for Basic Technology Instruction in Junior Secondary Schools: Ability Grouping Proposition
Quelle	In: African Educational Research Journal, 11 (2023) 1, S.109-118 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Foreign Countries; Visual Aids; Prompting; Technology Education; Junior High School Students; Ability Grouping; Academically Gifted; Achievement Tests; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Anschauungsmaterial; Benutzerführung; Technisch-naturwissenschaftlicher Unterricht; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Homogene Gruppierung; Niveaugruppierung; Streaming; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This erudition investigated the efficacy of two methods of instruction: Visual prompt instruction (VPTM) and Conventional Science instruction (CSTM) on the effects of homogeneous and heterogeneous ability levels' class instruction on learning outcomes in Basic Technology. The sample comprises 60 learners in junior secondary school classes randomly selected from two schools. Five instruments namely the basic technology achievement test (BTAT), wood, metal and plastic concept, knowledge and task and learner's questionnaire on preference for grouping types were used to collect data for the erudition. Two general research questions and five hypotheses were raised, tested and analyzed using measures of central tendency, mean, standard deviation and t-test (descriptive statistics). The results confirm that homogeneous ability level grouping is better quality for supporting learners learning outcomes. The reported alteration in approach and inquisitiveness of the learners is in favor of visual prompt instruction among the homogeneous ability grouping class. Recommendations were made based on the findings: the accountability is above all on pioneering physiognomics' of VPTM inclusion in the prospectus of scientific instruction in Nigeria cum internationally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01