Article Sidebar
Published:
Aug 6, 2024Keywords:
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
It is our policy to publish all articles in the IJHHR as open access under the Creative Commons CC-BY license (the current version is CC-BY, version 4.0). This means that the author(s) retain copyright, but the article may be downloaded, distributed, and adapted for commercial or noncommercial purposes, provided appropriate attribution is provided to the original author. By submitting their article, the author(s) grant IJHHR publisher permission to publish, including displaying, storing, copying, and reusing their content. The CC-BY Creative Commons attribution license ensures that any individual can freely use the publication as long as they give proper and appropriate credit to the author(s) and cite the IJHHR publisher as the original source. Third-party materials that contain a copyright notice to prevent the copying of the material are not covered by the CC-BY Creative Commons attribution license. The author(s) must comply with any third-party copyright notices attached to the third-party content, except if the third-party content is also under the terms of the Creative Commons attribution license, or another license with an equally permissive term.
Main Article Content
From being a motivated to motivated: evidence of the efficacy of problem-based learning in practical skills training
Chibueze Tobias Orji
Juliet Perumal
Emmanuel Ojo
Abstract
The investigation of the degree of amotivation and subsequent intervention towards the motivation of undergraduate vocational and technical education (VTE) students has not received the same amount of attention as other disciplines. Despite the negative impact of a lack of volitional drive on students' practical skills learning, there is scarcity of literature on amotivation among VTE undergraduate students. This study aimed to demonstrate the effectiveness of problem-based learning (PBL) in transitioning undergraduate students from a state of being a motivated to motivated. The study utilized a quasi-experimental research design and selected 168students in their penultimate and final years majoring in agricultural education, business education, computer education, home economics, and industrial technical education who met the study's inclusion criteria. The intervention consisted of eight weeks of treatment and four weeks of follow-up meetings. An existing academic motivation scale was adapted for use, and data was collected through a self-report questionnaire. Data analysis was conducted using independent sample t-tests, and paired sample t-tests. The findings revealed that the level of amotivation among the students was high, and PBL had a significant impact on transitioning VTE students from being a motivated to motivated in the treatment group compared to those in the control group. Furthermore, the positive gains were maintained by the treatment group at follow-up. The study suggests that a PBL program can effectively address students' lack of volitional drive to engage in academic activities among undergraduate students majoring in agricultural education, business education, computer education, home economics, and industrial technical in Nigeria.
