EFFECTS OF EDISON TINA INTERACTIVE INSTRUCTIONAL MULTIMEDIA ON POLYTECHNIC STUDENTS’ TRANSFER OF LEARNING IN ELECTRICAL AND ELECTRONIC MAINTENANCE AND REPAIR IN NORTH CENTRAL ZONE NIGERIA

Abstract

The study determine the effects of Interactive Instructional Multimedia (Edison Tina) on Polytechnic Students’ Transfer of Learning in Electrical/Electronics Maintenance and Repairs Specifically,  the  study sought  to  determine  effect  of    Interactive  Instructional  Multimedia (Edison Tina) in promoting cognitive learning at  high level thinking that  is transferable to electrical electronics maintenance. Nonequivalent Control Group Pretest-Posttest Quasi- experimental research design was used, the respondents of the study consisted of all Polytechnic Electrical/Electronic Engineering Technology Students, 768 males and 74 females, making a total population of 842. The Instrument for data collection was Electrical/Electronic Maintenance Achievement   Test   (EEMAT)   and   Electrical/Electronic   Maintenance   Performance   Test (EEMPT). The Instrument was validated for face and content by experts. Hence, Kuder Richardson  (K-R20)  was  used  to  determine  the  internal  consistency  of  EEMAT  and  the reliability coefficient of 0.89 was obtained. The reliability of EEMAT was also determine using Kendall’s coefficient of Concordance and the reliability index of 0.92 was obtained.   Four research questions and four hypotheses, tested at .05 level of significance guided the study. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was adopted to test the hypotheses.  The study revealed among others that using Edison Tina is highly effective in promoting cognitive learning at high level thinking that is transferable to electrical/electronics maintenance, the use of Edison Tina simulation is significant in facilitating cognitive critical thinking that is transferable to electrical/electronic maintenance, the use of Edison Tina tutorial is  significant  in enhancing cognitive creating thinking that is transferable to electrical/electronic maintenance. Consequently, the study recommended among others; teachers of electrical/electronic technology teaching electrical/electronic maintenance and repair to adopt and utilize the tool for instruction as it can assists control abstractness in learning concepts of subject matter. The tool is highly effective and significant in facilitating cognitive critical thinking, enhancing creative thinking and highly effective in drill-and-practice in sustaining psychomotor skills performance that is transferable to electrical/electronic maintenance; Electrical/electronic technology students should utilize information obtained in the study to aid and as a tool that facilitates comprehension of the subject matter and as tool that controls abstractness in learning the concept of subject matter and serves as learning material to motivate students as result improve their proficiency, achievement and performance in the course.

CHAPTER I

INTRODUCTION

Background of the Study

In Nigeria, Polytechnic education is comprehensive institution of learning created for professional development of recipients’ to  develop cognitive thinking,  critical thinking and psychomotor skills in solving problems. The polytechnic programmes covered field of arts, social and related behavioral sciences, engineering, education, natural sciences, and technology that engage students in active applied learning, theory and research essential to the future of society, business and industry. The origin of Polytechnic according Yakubu (2006) emerged as a result of development and amalgamation of lower level of institutions to satisfy national manpower requirement as dictated by the needs of industry and commerce. According to Ogwo (2006), the Polytechnic and Monotechnics in Nigeria are technical institutions that produce technicians and higher technician/technologist. The courses offered by these institutions lead to the award of National Diploma (ND) and Higher National Diploma (HND). The primary goal of Polytechnic Engineering Education according to Olagoke (2007), is to developed graduate to acquire concrete skills to implement engineering solutions. The polytechnic main focus is the production of middle level manpower and the programme objectives included development in cognitive thinking skills, critical thinking, creative thinking and psychomotor skills.

The cognitive thinking according to Knapp (2011), covers processes of mental thought, logical, problem solving, social ordering, visualization, artificial intelligence, cognitive structures, ability, development, science and  style. Critical thinking is  more complex than ordinary thinking. According to Moore (2012) ordinary thinking is usually simple and lack standards, while critical thinking is based on standards of objectivity and consistency. Critical thinking generally requires higher levels of thinking; that is more of evaluation and synthesis

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than application or analysis. According to Moore, Parker, Rosenstand & Silversa (2012), critical thinking involves thinking about “thinking”. The purpose of thinking critically is to come to correct conclusions; the method used to achieve this objective is to evaluate our thinking by the standards of rationality.  Creative  thinking  is  whenever a  person assembles information to discover something not previously taught or understood, some degree of creativity is being used. Creative thinking is often equated with curiosity, imagination, discovery, and invention. According to Sawyer (2003), three important new things about performance creativity are: improvisation, collaboration, and communication. According to  Randel (2010), to  improve creativity, force self to think outside the box and ignore arbitrary limits and when coming up with  ideas,  come  up  with  lots  of  ideas.  Psychomotor  skill  is  learning  characterized  by perception, the ability to use sensory cues to guide physical activity and provides the learners with the  necessary skills  to  distinguish,  identify,  and  select.  Teaching  psychomotor skills according to  Tomai (2005),  involves  mastery of physical abilities,  coordination, dexterity, manipulation, grace, strength, and speed, actions which demonstrate the five motor skills such as use of precision instruments or tools; or actions. The psychomotor skill is concerned with the development ranging from simple physical competencies to those that demand complicated muscle coordination. Psychomotor skills are learned capabilities that involve the coordination of brain, muscle, hand and eye.

One  of the  means of acquiring knowledge is  through teaching  and  learning  by the applications of media and technology in the instruction. Interactive Instructional Multimedia (IIM)  is  instruction technology tool used  as  an  aid  for  instruction  in  modern  classroom. According to Granger and Levine (2010), Interactive Instructional Multimedia is a computer version software having 3D graphics, text, audio, and animations in a single medium with the application to facilitate learning generally as well as captivating learners’ interest and long time

retention.  This type  of Interactive Instructional Multimedia  is  categorized  broadly into  E- learning System (ES), Interactive Learning Environment (ILE), and Virtual Learning Environment (VLE). E-learning system according to Fisher, Wasserman and Orvis (2010), is the entire technological, organizational, and  management system that enables teaching and learning via the computer. One of the characteristics of E-learning according to Wankat and Oreovkz (2007), is having the capabilities to integrate different media, such as text, picture, audio, animation and video to create instructional multimedia that can promote the reading interest and willingness of the learner to study. Interactive Learning Environment (ILE) is computer-based instructional system that offers a task environment and provides support to help novices learn skills or concept involved in that task. According to Regan & Shephard (2007), ILE produces necessary scaffolding to help students complete the learning cycles using different channels. Example: ILE supports students to learn conceptually, contextually, procedurally and problem solving. The Virtual Laboratory is also part of the computer-based software version having 3D lifelike graphics components, testing and measuring instruments. According to Azzi, Chika  and  Haynes  (2007),  Virtual  Laboratory  (VL)  is  the  software  version  of  the  real laboratory, where each experimental setup is implemented in a computer to take the place of an entire workbench full of measurement and testing instruments. The experiment setup can be implemented in software form using a combination of graphical objects, manipulations and simulations.

The  Virtual Laboratory (VL)  is  a  software domiciled and  runs  in  Virtual Learning Environment. Virtual Laboratory includes AUTOCAD, MATLAB, Proteus, and Edison Tina Multimedia (ETM). This type of Virtual Laboratory software has application in electrical/electronic  design.  Edison  Tina  Multimedia  combined  the  concept  of  E-learning system,  interactive learning environment, and virtual learning environment, domiciled in a

computer window environment, in addition to its having virtual components contained in its library. Edison Tina Multimedia has a unique virtual environment which supports studying of electrical/electronic maintenance. Edison Tina Multimedia environment contains virtual components in 3D lifelike animation, graphical symbols, schematic diagrams, measuring instruments, equipment and tools for purpose of exploration and experimentation in electrical/electronic maintenance. In addition, Edison Tina Multimedia has provisions for teaching and learning specifically electrical/electronic design, components recognition, troubleshooting  tasks  and  restoration  tasks.  According  to  Rhude  (2008),  Edison  Tina Multimedia offers many advantages that are designed specifically for instructing electrical/electronic maintenance and repair. The advantage of Edison Tina Multimedia over others is, having the provisions for simulation, tutorial, drill-and-practice.  Also, the features are

3D lifelike components, improved animation, visual, and provision of thinking skills. Edison Tina’s application assists learners to acquire concrete skills as result, contributes in the control of abstractness in the study of the subject matter. In Edison Tina, there are additional provisions for cognitive, critical, creative, and psychomotor thinking skills embedded in the simulation, tutorial and drill-and-practice.

Electrical/Electronic Engineering Technology qualification is one of the core courses at Higher National Diploma (HND) level. One of the subjects of study is Electrical/Electronic Maintenance and Repair, which have specifications that deals with the application, design, construction, installation, operation and troubleshooting of circuits, components, equipment, and systems. The graduates are expected to be able to solve problems in the field of electrical/electronic technology. Electrical/Electronic is a field of study that dwells on design and application of devices such as electrical/electronic equipment, systems and circuits. Presently,  there  is  no  single  product/device  in  use  called  electrical/electronics  equipment.

Electrical/Electronic Equipment is an engineering concept that is explained to be a device which requires source energy for it to function. It must have a power supply unit, circuits/components connected according to design specification for its applications and maintenance. The maintenance  and  repair  of  electrical/electronic  equipment  according  to  Warren  (2008), explained maintenance of electrical/electronic equipment to be service rendered to the object(s) in order to bring it back to acceptable working standard. It must be done according to design specifications so as to assist the object achieve reliability while repair is an action involving diagnoses to ascertain root cause of the problem, before choosing the intervention to correct malfunction object. The basic principles for maintenance and repair of an electrical/electronic objects according to Brown, Rawtani & Pati (2005), is troubleshooting to identify the problems which are classified under two broad types: maintenance and repair. To learn maintenance and repair technique Brown (2005), developed three steps, which should be done in a specific order. The first step is to identify the defect. The second step includes fault analysis and determination of the possible causes. The third step is fixing the problem. According to Alex (2012), the goal of all information is to make information portable, so that information travels with the learner to new locations. In the new locations, the learning is transfer and applied in novel, interesting and innovative ways.

Transfer of Learning (TOL) is the extent of application of the knowledge and skills learned in one context and applied in another context, in similar and entirely new situations, different functions and new processes to solve problems in real life situation especially at the workplace  (Haskell 2011).  Transfer  of  learning  is  in  the  form  of  meanings,  expectations, generalizations, concepts, or insights that are developed in one learning situation and employed in others. According to Goel (2012), three principles are fundamental to transfer of learning: instruction should encourage students to learn conceptually; instruction should be contextualized;

and instruction should help students understand the relationship between relevant concepts and procedural knowledge.

Factors inhibiting transfer of learning includes; individual learner’s characteristics, learning delivery factors, and learning design factors. According to Laberman, McDonald & Doyle (2006), individual learner’s characteristics includes; low level of learner motivation, difficulty with skills/knowledge mastery,  and  low  capacity to  visualize the  link.  Learning delivery factors includes inappropriate method, delivery style and perceived facilitator pedigree. Learning design factors include inappropriate mix of content, perceived conflict with organizational value, and misalignment of presentation with on-the-job requirement. Transfer blockers includes; unfavorable organizational environment climate before learning and during learning, no clear link to on -the- job challenge, low motivation to transfer, perceived lack of supervisor support and low personal confidence on mastery of skills. The transfer enablers includes; favorable organizational climate, job relevance of learning content, motivation to use the skill, confidence in understanding of transfer strategies, perceived supervisor support and identification of potential application areas. Factors that influence the possibility of transfer occurring, according to Aguilar (2008), are characteristics of initial learning, degree of dicontextualization, problems making representation at high levels of abstraction, relationships between learning and transfer conditions, metacognition; lack of conditional knowledge and lack of conceptual knowledge.

However, the concern is evidence abounds of Polytechnic graduates lacking adequate practical skills and competence in their area of specialization. In view of graduates are lacking adequate  practical  skills  and  competence  in  their  area  of specialization  for  implementing engineering solution, there is need to determine effects of Interactive Instructional Multimedia

(Edison   Tina)   on   Polytechnic   students’   transfer   of   learning   in   electricity/electronics maintenance. Thus need for this study.

Statement of the Problem

No nation can develop or progress technologically without a corresponding improvement of the processes of teaching and learning especially the aspect of media and technology.  There is growing concern of polytechnic graduates lack competence for implementing engineering challenges. According to Yakubu (2006), the level of incompetence being demonstrated by Polytechnic Engineering Graduates in industrial establishments has continued to highlight the obvious mismatch between Tertiary Engineering Education and the need of Industry. Several reasons have been attributed to this scenario. They include inappropriate curriculum development, poor curriculum delivery, inadequate physical facilities, inadequate manpower and insufficient funding.

From the perspective of employers Imoisili (2006), explained there is no longer sufficient evidence of practical exposure for Science and Engineering Graduates. Yet they can conceptually describe the make-up or function of chemicals or equipment/machinery excellently well. What is required in the world of work is a perfect blend of the knowledge of equipment and the ability or skill to operate it in practice. According to Oshinowo (2012), employers are of the opinion that the theoretical education provided by higher institutions was not responsive to the needs of the economy. Failure by graduates in this critical area has caused many to question the effectiveness of the teaching strategies used. Those who are employed still lack adequate skills for implementing engineering solutions irrespective of the fact that educational establishment are importing all shades of educational software to assist control abstractness in learning skills. After so much money have been spent on purchasing the software, the concern would be if using the software could offer better teaching, learning and transfer of learning.

Thus research study becomes necessary to determine effects of Interactive Instructional Multimedia  (Edison  Tina)  on  Polytechnic  Students’  Transfer  of  Learning  in Electrical/Electronic Maintenance and Repair

Purpose of the Study

The major purpose of this study is to determine the effects of interactive instructional multimedia (Edison Tina) on Polytechnic Students’ transfer of learning in electrical/electronics maintenance and repair.  Specifically, the study sought to determine effects of:

i.          interactive  instructional  multimedia  (Edison Tina)  in  promoting  cognitive  high-level thinking that is transferable to electrical/electronics maintenance;

ii.        Edison Tina simulation in facilitating cognitive critical thinking that is transferable to electrical/electronics maintenance;

iii.       Edison Tina  tutorial  in  enhancing  cognitive  creative  thinking that  is  transferable to electrical/electronics maintenance;

iv.        Edison  Tina  drill-and-practice  in  sustaining  psychomotor  skills  performance  that  is transferable to electrical/electronics maintenance.

Significance of the Study

This study will be of immense benefit to Teachers of Electrical/Electronic Technology, Computer Software Designers/Engineers, National Board for Technical Education (NBTE) and Electrical/Electronic Technology Students. Teachers of Electrical/Electronic Technology will benefit from the study. The findings of the study will enable them to obtain information which will encourage them to adopt Interactive Instructional Multimedia/Edison Tina Multimedia as a teaching aid/method and also the adoption of Edison Tina as a tool for instruction shall enhance

their proficiency in teaching Electrical/Electronic Maintenance as a result improve students achievement and performance in learning the course.

Computer Software Developers/Engineers will benefit from the study. The findings of the study will enable them to obtain information which can be scooped into the next version in manufacturing which result in improvement of upgrade of version.

National Board for Technical Education will benefit from the study.. The findings of the study will enable them obtain information on the aspects which promotes, facilitates, enhances and sustains learning at higher-level thinking, critical thinking, creative thinking and psychomotor  skills.  The  findings  will  also  provide  information  on  the  extent  to  which Interactive Instructional Multimedia (ETM) can control abstractness in learning concept of the subject matter. As a result improve curriculum specifications for students at Higher National Diploma Electrical/Electronic Engineering course.

Electrical/Electronic Technology Students will benefit from the study. The findings of the study will enable students obtain information which will encourage them in using Interactive Instructional Multimedia/Edison Tina Multimedia as a teaching tool as a result improve students achievement and performance in learning the course.

Research Questions

The following research questions were formulated to guide the study.

1.         What is the effect of Edison Tina in promoting cognitive learning at high-level thinking that is transferable to electrical/electronics maintenance?

2.         What is the effect of Edison Tina simulation in facilitating students’ cognitive critical thinking that is transferable to electrical/electronics maintenance?

3.         What  is the effect  of Edison Tina tutorial in enhancing students’ cognitive creative thinking that is transferable to electrical/electronics maintenance?

4.         What is the effect of Edison Tina drill-and-practice in sustaining psychomotor skills performance that is transferable to electrical/electronics maintenance?

Hypotheses

The null hypotheses was tested at.05 level of significance guided the study:

H01:          There is no significant difference between the mean scores of the experimental and control groups on transferable high-level thinking skills resulting from the use of Edison Tina when the initial difference on the pretest has been adjusted.

H02:       There is no significant difference between mean scores of the experimental and control groups on transferable critical thinking resulting from the use of Edison Tina when the initial difference on the pretest has been adjusted.

H03:       There is no significant difference between mean scores of the experimental and control groups on transferable creative thinking resulting from the use of Edison Tina when the initial difference on the pretest has been adjusted.

H04:       There is no significant difference between mean scores of the experimental and control groups on transferable psychomotor skills performance resulting from the use of Edison Tina when the initial difference on the pretest has been adjusted.

Delimitation of Study

This Study was delimited to geographical area of North Central Zone in Nigeria due to scarcity of studies on the effects Edison Tina in Nigeria and the zone. Edison Tina has provisions for exploring electrical/electronic design, components recognition, troubleshooting tasks and restoration tasks. Therefore, this study was delimited to seven topics only of Higher National Diploma Electrical/Electronic Maintenance and Repair due to factors such as institutional challenges and other constraints affecting effort to cover the curriculum, and capacity of research assistants.  The  seven topics delimited  were:  uses of various electrical/electronic  measuring

instruments; diagnose faults and rectify electrical/electronic equipment; skills in alignment of electrical/electronic equipment; tasks for preparation of symptom analysis; isolation of faulty malfunction unit(s); failure analysis and determination of possible causes; and restoration of electrical/electronic equipment.

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