The Taxonomy for Learning, Teaching and Assessing: Current Practices in Technical Vocational Education and Training Institutions in Nigeria
| المصدر: | المؤتمر التربوي الدولي الأول للدراسات التربوية والنفسية : نحو رؤية عصرية لواقع التحديات التربوية والنفسية |
|---|---|
| الناشر: | جامعة المدينة العالمية - كلية التربية |
| المؤلف الرئيسي: | Kennedy, George W. (Author) |
| مؤلفين آخرين: | Ikpe, Samuel A. (Co-Author), Ufot, Stella Iniobong (Co-Author) |
| المجلد/العدد: | مج1 |
| محكمة: | نعم |
| الدولة: |
ماليزيا |
| التاريخ الميلادي: |
2017
|
| مكان انعقاد المؤتمر: | سيلانجور |
| رقم المؤتمر: | 1 |
| الهيئة المسؤولة: | جامعة المدينة العالمية - كلية التربية |
| الشهر: | نوفمبر |
| الصفحات: | 791 - 809 |
| رقم MD: | 1051451 |
| نوع المحتوى: | بحوث المؤتمرات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Taxonomy for Learning | Teaching and Assessment | Technical and Vocational Education and Training (TVET) | Curriculum Implementation | Tertiary Institutions | Nigeria
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| رابط المحتوى: |
عدد مرات التحميل
30
| المستخلص: |
This paper examines the taxonomy for learning, teaching and assessing Technical Vocational Education and Training (TVET) in Colleges of Education in South-South Nigeria. The paper also examine the current level of practices of taxonomy for learning, teaching and assessing in TVET teaching, learning, material design, delivering curriculum content, assessing students and its effect on students' competence development. Three research questions and two null hypotheses guided the study. A total of 1863 students and 228 lecturers in Colleges of Education in South-South Nigeria formed sample of the study. Data were collected using observation, opinion survey and competence test. Mean, standard deviation, independent t-test, ANOVA, Qualitative and quantitative methodologies were used for data interpretation and analysis. Findings of the study revealed that the learning materials are mainly theory oriented and mostly covered those contents usually common in examinations. More than half (63.2%) of TVET teachers are aware of the taxonomy and its importance, but they are not using it in TVET teaching, learning. In the classroom, TVET teachers spend only a little time for delivering content with the taxonomy. However, a significant number of tasks performed in laboratories are practical and occupation relevant. In students' assessment, the test-items assess practical and theoretical knowledge at the level of remembrance. The effect of these practices is reflected in students' competence test performance. This paper throws more light on how taxonomy should be practiced by professionals and makes recommendations on frequent training for TVET teachers, with a particular focus on the application of this taxonomy, the use of handbooks and practical manuals for practical tasks. Thus, students will become familiar and accustomed to using TVET skills in solving higher level tasks. |
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