Browsing by Author "Nwokolo-Ojo, J."

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    Impact of e-Learning and open education resources on the teaching and learning of metalwork trades in technical colleges in Benue State, Nigeria
    (IOSR Journal of Humanities and Social Science (IOSR-JHSS), 2016) Nwokolo-Ojo, J.; Igwe, C. O.; Umar, I. Y.
    This study assessed the impact of e-learning and open education resources on the teaching and learning of metalwork trades in Technical Colleges in Benue State; Nigeria. The study adopted a survey research design. A questionnaire with reliability coefficient of 0.83 was employed, and was distributed to metalwork trades teachers in the six technical colleges selected for the study in Benue State. Two research questions and one hypothesis guided the study. The subjects for the study comprised 100 technical teachers sampled using simple random sampling technique. Responses were analyzed using statisticalpackagefor social sciences (SPSS). It was found out that e-learning and open education resources for teaching and learning of metalwork trade courses are available in all the technical colleges. It was recommended that Government should ensure that all the tertiary institutions in the country where teachers are trained are provided with e- learning services such as computers connected to internet, multimedia projectors among others, this will make would be teachers to be e-learning compliant and that all the teachers of metalwork trade courses in Benue State technical colleges should be exposed to training and retraining programmes on the use of e-learning resources for effective teaching and learning of metalwork trade courses.
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    Influence of cognitive styles on technical drawing students’ achievements in senior secondary school in Federal Capital Territory [FCT] Abuja
    (Design and Technology Education: An International Journal, 2018) Owodunni, A. S.; Sanni, T. A.; Nwokolo-Ojo, J.; Igwe, C. O.
    There are different cognitive strategies for processing information which in turn influence students’ academic achievement. This paper reports an investigation of cognitive styles and achievement scores of secondary school students. In the study, the standardised Group Embedded Figures Test was used to determine the influence of student’s cognitive styles on Technical Drawing students’ achievement in Senior Secondary Schools in Federal Capital Territory (FCT), Abuja. A research question and null hypothesis tested at 0.05 level of significance guided the study. The design of the study was a causal comparative or (expost-facto) design. The sample for the study consisted of 87 Senior Secondary School Two (SSSII) Technical Drawing students drawn from the three sampled schools in three Area Councils of FCT. The students were categorized into three groups based on Group embedded figure test (GEFT). The instrument used for data collection was Technical Drawing Achievement test (TDAT). The instrument was face and content validated by three Technical Drawing Lecturers and two experts in Measurement and Evaluation. The reliability coefficient of Basic Electricity Achievement Test (BEAT) was established using Kuder- Richardson formula 20 (K-R20) and this yielded an index of 0.69. Data were analyzed with mean, standard deviation and analysis of variance (ANOVA). Results of the study revealed that cognitive style significantly influenced students’ achievements in Technical Drawing. Recommendations made among others were that students’ cognitive styles be adopted for effective teaching of Technical Drawing in Secondary Schools