Technical and vocational education teachers computer competencies using artificial intelligence
Keywords:
Teachers, Competency, TVE, AI
Abstract
Aim: This article investigates the knowledge and skills required by teachers of Technical and Vocational Education (TVE) to effectively implement computers and related technologies in the classroom.
Method: The survey used a structured questionnaire with 44 items about the participant’s knowledge, opinions, and feelings regarding computer operation. TVE instructors at six different northern Nigerian tertiary technical institutions were each given one of sixty questionnaires to administer to their teachers (Bauchi and Gombe). Multilinear Regression (MLR) and Artificial Intelligence (AI) techniques, such as Artificial Neural Networks (ANN) and an Adaptive Neuro-fuzzy Inference System (ANFIS), were used to analyze the data (ANFIS). While the ANN and ANFIS models were developed using MATLAB 9.3 (R2019a), the classical linear MLR model was created in SPSS.
Findings: The results show that teachers in technical and vocational fields are highly proficient in using digital tools, with a strong relationship between competence and teaching experience and a weaker relationship between competence and gender.
Implications/Novel Contribution: This will help scholars, administrators, and teachers in Nigeria, as well as the Nigerian Ministry of Education
References
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Bagozzi, R., & Warsaw, L. (1990). Trying to consumer. Journal of Consumer Research, 2(6), 127-140. doi:https://doi.org/10.1086/208543
Carsrud, A., Brännback, M., Elfving, J., & Brandt, K. (2017). Motivations: The entrepreneurial mind and behavior. In, Revisiting the entrepreneurial mind. London, UK: Springer.
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Khuzainey, I. (2019). Development of competency items for vocational teachers using rasch model analysis. Journal of Engineering Science and Technology, 5(7), 45-70.
Kumar, R. (2018). Research methodology: A step-by-step guide for beginners. California, CA: Sage.
Lee, Y.-A. (2014). Insight for writing a qualitative research paper. Family and Consumer Sciences Research Journal, 43(1), 94-97. doi:https://doi.org/10.1111/fcsr.12084
Markauskaite, L. (2007). Exploring the structure of trainee teachers ICT literacy: The main components of, and relationships between, general cognitive and technical capabilities. Educational Technology Research and Development, 55(6), 547-572. doi:https://doi.org/10.1007/s11423-007-9043-8
Martin, M. (2014). Conceptions of professional competence. Berlin, Germany: Springer.
Mathews, B., & Ross, L. (2014). Research methods: A practical guide for the social sciences. Rotolito, Italy: Lombarda.
Meidrina, T., Mawaddah, S. N., Siahaan, F. M. M., & Widyasari, P. (2017). The relationship between teacher efficacy and attitude towards inclusive education in private elementary school: A study based on teaching experiences. Journal of Advances in Humanities and Social Sciences, 3(3), 124-134. doi:https://doi.org/
10.20474/jahss-3.3.1
Miadlikowska, J., Kauff, F., Högnabba, F., Oliver, J. C., Molnár, K., Fraker, E., . . . others (2014). A multigene phylogenetic synthesis for the class lecanoromycetes (ascomycota): 1307 fungi representing 1139 infrageneric taxa, 317 genera and 66 families. Molecular Phylogenetics and Evolution, 79, 132-168. doi:https://doi.org/
10.1016/j.ympev.2014.04.003
Michael, A., & John, F. L. (2002). A handbook of personnel management practice. London, UK: Kogan Page.
Mueller, J. R. (2017). Capturing student learning with thematic analysis. Journal of Advanced Research in Social Sciences and Humanities, 2(6), 342-347.
Oladosu, K. (2012). Basic technology teachers awareness and attitude towards the use of information and communication technology for sustainable development in lagos state education districts: I, iv and vi. Journal of Education and Practice, 3(13), 56-70.
Onyene, V., Olusanya, O., Salisu, R., & Johnson, O. (2007). Production of skill oriented graduates for the labor market. Journal of Educational Administration and Planning, 7(3), 61-72.
Pearce, E. N., Andersson, M., & Zimmermann, M. B. (2013). Global iodine nutrition: Where do we stand in 2013? Thyroid, 23(5), 523-528. doi:ttps://doi.org/10.1089/thy.2013.0128
Romeo, G., Lloyd, M. M., & Downes, T. (2013). Teaching teachers for the future: How, what, why, and what next? Australian Educational Computing, 27(3), 3-12.
¸Sad, S. N. (2012). An attitude scale for smart board use in education: Validity and reliability studies. Computers & Education, 58(3), 900-907. doi:https://doi.org/10.1016/j.compedu.2011.10.017
Sern, L. C., Hamisu, M., & Salleh, K. M. (2018). Determining the elements of TVET teachers competency for Nigerian higher learning institutions. Journal of Physics, 1049(1), 12-78. doi:https://doi.org/10.1088/1742-6596/1049/1/012078
Simon, S., & Donovan, T. (2001). Non-profit life stage assessment. New York, NY: Sage Publications.
Sweeney, T., & Drummond, A. (2013). How prepared are our pre-service teachers to integrate technology? A pilot study. Australian Educational Computing, 27(3), 117-123. doi:https://doi.org/10.14221/ajte.2017v42n9.8
Taher, M. A., Shrestha, P. N., Rahman, M. M., & Khalid, A. K. M. I. (2016). Curriculum Linked Video (CLV) as a tool for English Language Teaching (ELT) at secondary school classrooms in Bangladesh. International Journal of Humanities, Arts and Social Sciences, 2(4), 126-132. doi:https://doi.org/10.20469/ijhss.2.20002-4
Tesolowski, D., & Howard, R. (2015). Assessment of critical vocational behaviours career development for exceptional individuals. Havard Review, 5(1), 25-37.
Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher’s ICT competencies. Computers & Education, 122, 32-42. doi:https://doi.org/10.1016/j.compedu.2018.03.002
Abba, S. I., & Elkiran, G. (2017). Effluent prediction of chemical oxygen demand from the astewater treatment plant using artificial neural network application. Procedia Computer Science, 120, 156-163. doi:https://doi.org/10.1016/j.procs.2017.11.223
Abirafeh, L. (2009). Gender and international aid in Afghanistan: The politics and effects of intervention. California, CA: McFarland.
Adodo, S. (2012). A predictive study of pre–service teachers gender, self-concept, interest and attitude towards Interactive Computer Technology (ICTS) in Nigeria universities faculties of education. Journal of Educational and Social Research, 2(3), 145-145.
Afeti, G. (2007). Strategy to revitalize Technical and Vocational Education and Training (TVET) in Africa. In Meeting of the Bureau of hte Conference of Ministers of Education of the African Union, Cape Town, South Africa.
Afeti, G. (2009). Technical and vocational education and training for industrialization. In Proceedings of African Research and Resource Forum, New York, NY.
Andersson, P., & Köpsén, S. (2015). Continuing professional development of vocational teachers: Participation in a Swedish national initiative. Empirical Research in Vocational Education and Training, 7(1), 7-19. doi:https://doi.org/10.1186/s40461-015-0019-3
Arif, S., & Sidek, S. (2015). Application of halalan tayyiban in the standard reference for determining Malaysian halal food. Asian Social Science, 11(17), 116-135.
Asenso-Okyere, K., Mekonnen, D. A., et al. (2012). The importance of ICTs in the provision of information for improving agricultural productivity and rural incomes in Africa. Retrieved from https://bit.ly/34mVQu3
Atman Uslu, N., & Usluel, Y. K. (2019). Predicting technology integration based on a conceptual framework for ICT use in education. Technology, Pedagogy and Education, 28(5), 517-531. doi:https://doi.org/10.1080/1475939X.2019.1668293
Aydin, S. (2013). Teachers’ perceptions about the use of computers in EFL teaching and learning: The case of Turkey. Computer Assisted Language Learning, 26(3), 214-233. doi:https://doi.org/10.1080/09588221.2012.654495
Bagozzi, R., & Warsaw, L. (1990). Trying to consumer. Journal of Consumer Research, 2(6), 127-140. doi:https://doi.org/10.1086/208543
Carsrud, A., Brännback, M., Elfving, J., & Brandt, K. (2017). Motivations: The entrepreneurial mind and behavior. In, Revisiting the entrepreneurial mind. London, UK: Springer.
Chee, S. L. (2018). Techno-societal. In Proceeding of the 2nd International Conference on Advanced Technologies for Societal Applications, New Jersy, NJ.
Chen, M., Lin, C., & Liu, C. (2015). Efficacy of phytoestrogens for menopausal symptoms: A meta-analysis and systematic review. Climacteric, 18(2), 260-269. doi:https://doi.org/10.3109/13697137.2014.966241
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. London, UK: Sage publications.
Daramola, F. O., Yusuf, M. O., & Oyelekan, O. S. (2015). Information and communication technology literacy among student-teachers in universities in Nigeria. Malaysian Online Journal of Educational Technology, 3(4), 13-22.
Dauda, I. D. (2015). Predictive modelling of the effects of perceived usefulness and perceived ease of use on teachers use of ICTs in tertiary colleges of North-western Nigeria. Journal of Contemporary Education Research, 5(1), 136-151.
Dike, V. E. (2009). Addressing youth unemployment and poverty in Nigeria: A call for action, not rhetoric. Journal of Sustainable Development in Africa, 11(3), 129-151. doi:https://doi.org/10.2139/ssrn.1550555
Ellstrom, E. P., & Kock, H. (2008). Competence development in the workplace: Strategies and effect. Asia Pacific Education Review, 9(1), 5-20. doi:https://doi.org/10.1007/bf03025821
Federal Republic of Nigeria. (2004). National policy on education. Retrieved from https://bit.ly/38fJfu1
Glowacki, E. M., McGlone, M. S., & Bell, R. A. (2016). Targeting type 2: Linguistic agency assignment in diabetes prevention policy messaging. Journal of Health Communication, 21(4), 457-468. doi:https://doi.org/10.1007/s00038-012-0416-3
Goldman, Z. W., & Martin, M. M. (2016). Millennial students in the college classroom: Adjusting to academic entitlement. Communication Education, 65(3), 365-367. doi:https://doi.org/10.1080/03634523.2016.1177841
Hamed, M. M., Khalafallah, M. G., & Hassanien, E. A. (2004). Prediction of wastewater treatment plant performance using artificial neural networks. Environmental Modelling & Software, 19(10), 919-928. doi:https://doi.org/10.1016/j.envsoft.2003.10.005
Interntaional Center for Technical and Vocational Education and Training. (2017). Our places within the un system. Retrieved from https://bit.ly/3oZhYT7
Isiyaku, D. D., Ayub, M. A. F., & AbdulKadir, S. (2018). Antecedents to teachers perceptions of the usefulness of ICTs for business education classroom instructions in Nigerian tertiary institutions. Asia Pacific Education Review, 19(3), 337-352. doi:https://doi.org/10.1007/s12564-018-9525-x
Khuzainey, I. (2019). Development of competency items for vocational teachers using rasch model analysis. Journal of Engineering Science and Technology, 5(7), 45-70.
Kumar, R. (2018). Research methodology: A step-by-step guide for beginners. California, CA: Sage.
Lee, Y.-A. (2014). Insight for writing a qualitative research paper. Family and Consumer Sciences Research Journal, 43(1), 94-97. doi:https://doi.org/10.1111/fcsr.12084
Markauskaite, L. (2007). Exploring the structure of trainee teachers ICT literacy: The main components of, and relationships between, general cognitive and technical capabilities. Educational Technology Research and Development, 55(6), 547-572. doi:https://doi.org/10.1007/s11423-007-9043-8
Martin, M. (2014). Conceptions of professional competence. Berlin, Germany: Springer.
Mathews, B., & Ross, L. (2014). Research methods: A practical guide for the social sciences. Rotolito, Italy: Lombarda.
Meidrina, T., Mawaddah, S. N., Siahaan, F. M. M., & Widyasari, P. (2017). The relationship between teacher efficacy and attitude towards inclusive education in private elementary school: A study based on teaching experiences. Journal of Advances in Humanities and Social Sciences, 3(3), 124-134. doi:https://doi.org/
10.20474/jahss-3.3.1
Miadlikowska, J., Kauff, F., Högnabba, F., Oliver, J. C., Molnár, K., Fraker, E., . . . others (2014). A multigene phylogenetic synthesis for the class lecanoromycetes (ascomycota): 1307 fungi representing 1139 infrageneric taxa, 317 genera and 66 families. Molecular Phylogenetics and Evolution, 79, 132-168. doi:https://doi.org/
10.1016/j.ympev.2014.04.003
Michael, A., & John, F. L. (2002). A handbook of personnel management practice. London, UK: Kogan Page.
Mueller, J. R. (2017). Capturing student learning with thematic analysis. Journal of Advanced Research in Social Sciences and Humanities, 2(6), 342-347.
Oladosu, K. (2012). Basic technology teachers awareness and attitude towards the use of information and communication technology for sustainable development in lagos state education districts: I, iv and vi. Journal of Education and Practice, 3(13), 56-70.
Onyene, V., Olusanya, O., Salisu, R., & Johnson, O. (2007). Production of skill oriented graduates for the labor market. Journal of Educational Administration and Planning, 7(3), 61-72.
Pearce, E. N., Andersson, M., & Zimmermann, M. B. (2013). Global iodine nutrition: Where do we stand in 2013? Thyroid, 23(5), 523-528. doi:ttps://doi.org/10.1089/thy.2013.0128
Romeo, G., Lloyd, M. M., & Downes, T. (2013). Teaching teachers for the future: How, what, why, and what next? Australian Educational Computing, 27(3), 3-12.
¸Sad, S. N. (2012). An attitude scale for smart board use in education: Validity and reliability studies. Computers & Education, 58(3), 900-907. doi:https://doi.org/10.1016/j.compedu.2011.10.017
Sern, L. C., Hamisu, M., & Salleh, K. M. (2018). Determining the elements of TVET teachers competency for Nigerian higher learning institutions. Journal of Physics, 1049(1), 12-78. doi:https://doi.org/10.1088/1742-6596/1049/1/012078
Simon, S., & Donovan, T. (2001). Non-profit life stage assessment. New York, NY: Sage Publications.
Sweeney, T., & Drummond, A. (2013). How prepared are our pre-service teachers to integrate technology? A pilot study. Australian Educational Computing, 27(3), 117-123. doi:https://doi.org/10.14221/ajte.2017v42n9.8
Taher, M. A., Shrestha, P. N., Rahman, M. M., & Khalid, A. K. M. I. (2016). Curriculum Linked Video (CLV) as a tool for English Language Teaching (ELT) at secondary school classrooms in Bangladesh. International Journal of Humanities, Arts and Social Sciences, 2(4), 126-132. doi:https://doi.org/10.20469/ijhss.2.20002-4
Tesolowski, D., & Howard, R. (2015). Assessment of critical vocational behaviours career development for exceptional individuals. Havard Review, 5(1), 25-37.
Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher’s ICT competencies. Computers & Education, 122, 32-42. doi:https://doi.org/10.1016/j.compedu.2018.03.002
Published
2020-12-14
Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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