Extent of Utilisation of Challenge-Based Pedagogical Strategies for Teaching of Vocational and Technical Education (VTE) Courses in Tertiary Institutions in Delta State
Keywords:Vocational, technical education, challenge-based pedagogical strategies, VTE
This study determined the extent of utilisation of challenge-based pedagogical strategies for teaching vocational and technical education courses in tertiary institutions in Delta State. One research question was raised and two hypotheses were tested at 0.05 level of significance. Descriptive survey design was adopted. The entire population of 170 VTE lecturers in five public-owned tertiary institutions was studied without sampling. The instrument for data collection was a validated self-administered questionnaire with a Cronbach’s alpha reliability of 0.79. The researchers administered the instrument with the help of five research assistants to the respondents. Mean and standard deviation were used to answer the research question and determine the homogeneity or otherwise of the respondents while t-test and Analysis of Variance were used for testing the null hypotheses. The study revealed that VTE lecturers utilised challenge-based pedagogical strategies to a low extent for teaching vocational and technical education courses in tertiary institutions in Delta State. There is no significant difference in the mean ratings of VTE lecturers in Delta State on the extent of utilisation of challenge-based pedagogical strategies based on their gender and years of experience. It was concluded that the absence of vocational training and practical workplace experiences among VTE lecturers is responsible for the low extent of utilisation of challenge-based pedagogical strategies for teaching vocational and technical education courses in tertiary institutions in Delta State. Among others, it was recommended that professional conferences and in-service seminars should be organised for VTE lecturers to update their instructional competency on challenge-based pedagogical strategies to enable them design teaching and learning experiences capable of stimulating skills acquisition among VTE students in tertiary institutions.
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