Reading History
Showing your last 3 viewed publications
Developing Framework for Teaching Technical Skills to Metalwork Undergraduates in Vocational-Based Education in Nigeria
Combating Cybercrime by Spawning Two-Year, ABET-Accreditable Programs in Cybersecurity in African Context
Examining the Effects of Supervised Laboratory Instruction on Students’ Motivation and Their Understanding of Chemistry
Developing Framework for Teaching Technical Skills to Metalwork Undergraduates in Vocational-Based Education in Nigeria
by Arikpo Sampson Venatius
The rising prevalence of unemployment and high demands at workplaces require vocational-based education teachers to devise an appropriate practical skills procedure. Teaching through a well-designed instructional procedure that stresses learners' involvement in skill practice is an alternative to cultivating skills. This study proposes a scientific procedure for implementing a vocational-based education curriculum in colleges of education by identifying key activities that lecturers and industrial technicians considered to be important for teaching undergraduate technical skills in Nigeria. There is no accepted framework for teachers to teach skills and evaluate their instruction. Efforts have been made to create such a prospective framework, but none has been put into use (Bannister et al. 2018) because they are poorly understood (Sarker, Vincent, and Darzi 2005). The study utilized the Delphi research strategy to gain consensus about the processes and activities involved in teaching skills. Then, employed the Four D Model (4-D model), which included the steps of Task identification, Material arrangement, Task execution, and Task evaluation, was developed in the research. We test a model of factors predicting the appropriate teaching model. Structural Equation Modeling (SEM) was used to analyze the data. The result revealed the differential effect of the variables considered. However, the activities in each stage were utilized to design the scientific procedure for teaching technical skills in colleges of education. Because learning skills that are shielded in hands-on activities rely upon teaching procedures and skill practice opportunities, we concluded that effectively utilizing this scientific framework in colleges would improve students’ practical skills acquisition and make them active in the learning process. © 2023, Penerbit UTHM. All rights reserved.
Combating Cybercrime by Spawning Two-Year, ABET-Accreditable Programs in Cybersecurity in African Context
by Kauna Mufeti
African nations encounter daily cybersecurity challenges. To minimize them, the World Bank urges countries to prioritize investments in developing cybersecurity capabilities. High-quality education is key to better security in the African context. The novel question examined here is what it takes to spawn an ABET-accreditable, twoyear program in cybersecurity from a typical African BS in Computer Science. Using a systematic approach, we show what needs to be done to build such a program. Our methodology is comprehensive and replicable. Two-year programs are a big step toward developing a cybersecurity workforce in Africa, where few academic programs are dedicated to cybersecurity. © held by authors. Publication rights licensed to ACM.
Examining the Effects of Supervised Laboratory Instruction on Students’ Motivation and Their Understanding of Chemistry
by Mirtachew T. Ali
This paper examines the impact of supervised laboratory instruction (SLI) on grade 12 students’ understanding of acid–base and solution chemistry topics in the context of Ethiopian secondary schools. A mixed-methods research design was employed, with a purposive sampling of 160 secondary students from six schools in Northwest Ethiopia. The students were divided into two groups: an experimental group (n = 76) and a control group (n = 84). The experimental group attended sessions that were designed based on self-regulated learning (SRL) strategies with SLI, and the control group attended regular instruction designed by the course teacher. Both quantitative and qualitative data were collected to explore the impacts of the experimental and control lessons on improving students’ conceptual understanding and motivation. Descriptive and inferential statistics (for the quantitative data)and reflexive thematic analysis(for the qualitative data)were employed to analyse the data. The findings showed that the SLI-SRL teaching approach for the experimental group resulted in a significantly higher conceptual understanding of the selected chemistry topics than the regular instruction for the control group. In addition, participants from the experimental group indicated that the SLI approach enhanced their motivation towards chemistry. These findings suggest that improving high-school students’ motivation and their conceptual understanding of chemistry requires paying attention to the lesson design. © 2023 by the authors.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.