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 International Journal of Academic Research in Education and Review
 

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International Journal of Academic Research in Education and Review

Vol. 5(4), pp. 116-122. September, 2017.

ISSN: 2360-7866

DOI: 10.14662/IJARER2017.022

 

Full Length Research

 

Skills Acquisition in Dart Manipulation: Ffects of Fixed and Floating Facilitator Models of Problem Based Learning

 

Dr. Nwadi C.L.

 

Department of Food, Nutrition and Home science, Faculty of Agriculture, Kogi State University, Anyigba.

Email: holinessnwadi@yahoo.com

 

Accepted 27 September 2017

Abstract

 

This study investigated the effect of fixed and floating facilitator models of problem based –learning on students process skills acquisition in dart manipulation. It was guided by a research question and null hypothesis. The design used was the quasi-experimental design. Specifically, the pretest-posttest non-equivalent group design was used.The sample size was 208 Home Ecomics students comprising of 151 females and 57 males.Four intact classes from four schools in the area under study were drawn through simple random and purposive sampling techniques. Four intanct classes from four schools in the area under study were drawn through simple random and purposive sampling techniques.The instruments for data collection were Dart manipulation psycho-productive process skill test (DMPPST) a rating scale and two intructional problem based learning lesson plans (Fixed and floating). The Dart manipulation Psycho-productive process skill test (DMPPST) was administered on the different groups before treatment as pre and postest. This test was administered to all the groups to obtain the Dart manipulation process skill acquistion scores. Data obtained were analysed using mean, while all the null hypotheses were tested at .05 level of significance using analysis of covariance (ANCOVA) statistics. The findings showed that: students taught Dart Manipulation using floating facilitator problem based learning model (PBL) had higher mean process skills achievement score than their counterparts taught using fixed facilitator PBL. There was statistically significant main effect (p<0.05) for learning models on mean process skills achievement scores of students taught Dart Manipulation. Male students taught Dart Manipulation using floating facilitator PBL had higher mean process skills achievement score than their female counterparts. The result revealed that there was no statistically significant main effect (p>0.05) of gender on students process skills acquisition in Dart Manipulation. This finding implies that there is need for clothing and textile teachers to adopt floating facilitator model of problem based learning approach in teaching Dart manipulation at the Colleges of Education in North Central States of Nigeria since it was found to be more effective in improving students process skill acquisition. Based on the findings of this study, four recommendations were made which include the use of floating facilitator model in curriculum for preservice teachers.

Keywords:
Dart, Manipulation, Fixed, Floating, Facilitator Models

 

Cite This Article As: Nwadi CL (2017). Skills Acquisition in Dart Manipulation: Ffects of Fixed and Floating Facilitator Models of Problem Based Learning. Inter. J. Acad. Res. Educ. Rev. 5(4): 116-122
 

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Current Issue: September 2017

 

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