Article Per Year (5 Year)
p-Index From 2019 - 2024
0.61
P-Index
This Author published in this journals
All Journal Cakrawala Pendidikan JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Journal of Vocational Education Studies
Jane Itohan Oviawe
Ambrose Alli University
Education Engineering Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
ATTRIBUTION STYLES AS CORRELATES OF TECHNICAL DRAWING TASK-PERSISTENCE AND TECHNICAL COLLEGE STUDENTS’ PERFORMANCE Jane Itohan Oviawe; Mohamed Nor Azhari Azman; Tee Tze Kiong; Oryngul S. Abilmazhinova
Jurnal Cakrawala Pendidikan Vol 40, No 2 (2021): Cakrawala Pendidikan (June 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i2.38079

Abstract

The technical drawing is a means of communicating between the designer and the manufacturers to bring ideas into reality by means of drafting. This study investigated attribution styles as collates of students’ technical drawing task-persistence and academic performance using correlational research design. The population for this study consisted of 864 students of year II and the sample study comprised of 150 (93 males and 57 females) randomly selected from six technical colleges in Edo State, Nigeria. Three instruments, the Academic Performance Attribution Style Questionnaire (APASQ), Technical Drawing Task-persistent Rating Scale (TDTPRS); and Technical Drawing Performance Test (TDPT) were developed and used for data collection. Cronbach Alpha reliability method was used to determine the reliability of the instruments and the results were obtained: SAASQ = .87; TDTPRS=.79; AND TDAT=.85. The findings of the study revealed that the technical drawing task-persistence of students was positively correlated by functional attribution style; and was negatively correlated by dysfunctional attribution style; functional attribution style positively correlated academic performance of students. Based on the findings of the study, it was recommended among others that technical drawing teachers should model and teach the students the right attribution style that will enhance their learning of technical drawing.
Effect of Loci-Kit Models on Students Academic Performance in Technical Drawing in Edo State Technical Colleges, Nigeria Jane Itohan Oviawe; Patrick S.O. Uddin
Journal of Vocational Education Studies Vol. 3 No. 2 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/joves.v3i2.3201

Abstract

The study investigated the effect of loci-kit models on students academic performance in technical drawing in Edo State technical colleges using non-equivalent control group quasi-experimental research design. Two research questions and two null hypotheses guided the study. The population for this study consisted of 864 vocational II students from the six technical colleges in Edo State. The sample for the study comprised of 110 (60 males and 50 females) randomly selected from all the technical colleges in Edo State. The instrument for data collection was Technical Drawing Achievement Test (TDAT). Three experts validated the instrument. The reliability of the instrument was determined using Kuder Richardson 21 (KR-21) formulae and a reliability coefficient of .85 was obtained. The research questions were answered using Mean and standard deviation while Analysis of Covariance (ANCOVA) was used to test the hypotheses at .05 level of significance. Findings from the study revealed that Loci-kit model was effective in enhancing technical college students performance in technical drawing topic loci; there was no significant mean effect of gender on students Mean performance score in Technical Drawing. In line with the findings of the study, it was recommended among others that Technical Drawing teachers should employ innovative approaches such as loci-kit models during instructions of loci concepts in technical drawing to facilitate students academic performance in the subject.
Technical Teachers’ Self-Efficacy and Qualifications as Correlate on Students’ Academic Performance in Basic Technology Jane Itohan Oviawe; David Omoh
Jurnal Pendidikan Teknologi dan Kejuruan Vol 27, No 2 (2021): (October)
Publisher : Faculty of Engineering, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jptk.v27i2.42416

Abstract

Teacher qualification is one of the predictors of their self-efficacy which contributes positively to the students’ learning outcomes. Technical teachers' lack of confidence in Basic Technology classes has become a worsening element linked to their lack of certification and shallow knowledge, which has an unfavorable influence on students' learning outcomes. Using a correlational research methodology, this study assessed the technical instructors' self-efficacy and credentials as correlates of students' academic achievement in Basic Technology in Edo State. The population for the study was made up of 448 technical teachers. A multi-stage sampling method was adopted in the selection of schools for this study. Six local governments were selected as clusters and the schools were selected using a simple random sampling technique within the clusters. A purposive random sampling technique was used to sample 126 technical teachers involved in this study. The instruments used for data collection were Teacher Self-Efficacy Scale (TSES) with a Cronbach Alpha reliability of .76 and students' JSS III mock examination scores for their achievement. The data obtained were analyzed using Pearson Product Moment Correlation coefficient and regression analysis. The findings indicated that 40% of the difference in students' academic performance in Basic Technology was due to technical teachers' qualifications and that there was a strong link between technical teachers' self-efficacy and students' academic success in Basic Technology. The study's findings suggested, among other things, that technical teachers' self-efficacy should be taken into account when it comes to students' academic achievement in Basic Technology.
Co-Authors David Omoh Mohamed Nor Azhari Azman Oryngul S. Abilmazhinova Patrick S.O. Uddin Tee Tze Kiong