| IJARER |
International
Journal of Academic Research in Education and Review |
||||||||||||||||||||||
|
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
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.
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 |
|
|||||||||||||||||||||
