DSpace Community: SSTE

Assessment of the Use of Student-Centered Instructional Strategies for Teaching in Technical Colleges in Niger State, Nigeria

2026-06-01T23:51:45Z

Title: Assessment of the Use of Student-Centered Instructional Strategies for Teaching in Technical Colleges in Niger State, Nigeria Authors: Ibrahim, D.; Owodunni, S. O.; Okwori, R. O.; Abdul, B. k.; Alawode, O. D.; Gazali, S. A. Abstract: Assessment of the Use of Student-Centered Instructional Strategies for Technical Colleges in Niger State, Nigeria. Three research questions and three hypotheses guided the study. A descriptive survey research design was adopted for the study. The study was conducted in the two technical colleges in Niger state. The target population was 55 respondents consisting of 38 experienced and 17 less experienced teachers. The instrument for data collection titled Questionnaire on the use of student-centered instructional Technique was developed by the researcher. The instrument was validated by three lecturers from the Department of Industrial and Technology Education, Federal University of Technology, Minna. Cronbach Alfa was used to ascertain the reliability coefficient of the instrument which was found to be 0.89. Mean and standard deviation was used fo answer the research question while t-test statistic was used to test the hypotheses at.0.05 level of significance. The findings of the study revealed that student-centered instructional strategies was not used for teaching at technical colleges in Niger state. The findings of the study also revealed that there is no significant difference in the mean ratings of the experienced teachers and less experienced teachers on the extent of usage of student-centered instructional strategies for teaching at technical colleges in Niger State. The study. further revealed that lack of facilities, poor funding, inadequate teachers knowledge-based and student demand to some specific nature among others contributed to non use off the student-centered instructional strategies. Based on the findings, it was recommended that student centered instructional strategies identified in the study should be made a requirement for teaching/learning situation at technical colleges in Niger state. Federal and state ministry of education should provide adequate funding, training and retraining opportunities, readily available teaching materials and resources for effective use of student-centered instructional strategies for teaching at technical colleges.

Application of Learning Styles in Technical Education: Meta-Learning Perception

2026-06-01T22:33:35Z

Title: Application of Learning Styles in Technical Education: Meta-Learning Perception Authors: Alawode, O. D.; Ekhalia, B. J.; Akinpade, O. A.; Iliya, Udu Abstract: The idea of meta-learning describes the state of 'being aware of and taking control of one's own learning' while learning styles address the ways students perceive and process new information. This paper explores the perception in which meta-learning involving students' learning styles. An evolved conception is proposed in which meta-learning is a sub-concept within metacognition and self-regulation. It is professed as a kind of creativity that is best displayed by proactive self-regulators for whom deliberate self-regulated learning is a way of life. This perception of meta-learning is dependable with the 'awareness' and 'taking control of" elements of Biggs' original definition. The application of learning styles in conjunction with meta-learning concept is to help students of technical education to connect thinking about their own learning styles in order to achieve smooth learning processes.

EFFECTS OF METACOGNITIVE INSTRUCTIONAL STRATEGY ON ACADENIC ACHIEVEMENT AND RETENTION IN ARCHITECTURAL DRAWING AMONG TECHNOLOGY EDUCATION STUDENTS IN NIGERIA UNIVERSITIES

2026-06-01T22:20:18Z

Title: EFFECTS OF METACOGNITIVE INSTRUCTIONAL STRATEGY ON ACADENIC ACHIEVEMENT AND RETENTION IN ARCHITECTURAL DRAWING AMONG TECHNOLOGY EDUCATION STUDENTS IN NIGERIA UNIVERSITIES Authors: Alawode, O. D.; Yaduma, P. S.; Bello, H.; Deba, A. A. Abstract: Modern instructional strategy allows students to actively engage in learning, exploring new ideas, and grasping the concept of learning in a deeper and more meaningful way. This can be achieved if students are aware on how to regulate and monitor their cognitive strategy that leads to higher order thinking for their learning process. The study examined the effects of metacognitive instructional strategy on academic achievement and retention in architectural drawing among technology education students in universities in Northern States, Nigeria. The study adopted a Pre-test, Post-test, post-post-test quasi-experimental design. The study used 245 (218 males and 27 females) final year students of building technology education. The experimental group consisted of 65 (45 males and 10 females) students, while the control group consisted of 180 (163 males and 17 females) students. The researcher developed and validated three instruments: Architectural Drawing Pre-Test (ADPT), Architectural Drawing Achievement Test (ADAT), a four-item theory questions with reliability coefficient of 0.89 and Metacognitive Teaching Strategy (MTS). The experiment period lasted for 6 weeks for both control group and experimental group respectively. three research questions were answered and their corresponding three research hypotheses were tested. The research questions were answered using descriptive statistics of mean and standard deviation. Hypotheses testing one and three were tested using an independent sample t-test while hypothesis two, was tested using Analysis of Covariance (ANCOVA) at p ≤ 0.05, level of significance. There is existence of a significant difference between the entry performance mean scores of the experimental and control groups in favour of the experimental group. There was a significant difference between the post-test mean scores and retention ability of the experimental and control groups in favour of the experimental group respectively. Hence, the strategy was effective in enhancing students’ academic performance and ability to retain the information learned. It is recommended that lecturers should use metacognitive instructional strategy in teaching drawings. Technology/technical educators should appreciate metacognitive activity and develop ways to foster it within all students.

Biomimicry as a Catalyst for Innovation and Sustainable Development in Lagelu Local Government, Oyo State, Nigeria.

2026-06-01T20:59:52Z

Title: Biomimicry as a Catalyst for Innovation and Sustainable Development in Lagelu Local Government, Oyo State, Nigeria. Authors: Alawode, O. D.; Okwori, R. O.; Yaduma, P. S.; Kobru, V.; Iliya, U. Abstract: This study examined biomimicry as a catalyst for innovation and sustainable development in Lagelu Local Government Area of Oyo State, Nigeria. The objectives focused on assessing awareness, application, perceived contributions, barriers, and strategies for enhancing biomimicry adoption among construction professionals. A descriptive survey design was adopted, and data were collected using a structured questionnaire. Descriptive statistics (mean and standard deviation) and inferential statistics (one-sample t-test, correlation, and regression) were employed for data analysis. The results revealed that awareness and application of biomimicry are significantly low (p < 0.05), while perceived benefits, barriers, and integration strategies are significantly high (p < 0.05). Furthermore, awareness significantly correlates with application (r = 0.62), and application significantly predicts sustainable development outcomes (β = 0.73; R² = 0.53). The study concludes that biomimicry has strong sustainability potential but remains underutilized. It recommends capacity building, policy support, and increased research to enhance adoption in the construction industry.