Authors :
Olowoyeye C. A
Volume/Issue :
Volume 7 - 2022, Issue 3 - March
Google Scholar :
http://bitly.ws/gu88
Scribd :
https://bit.ly/3NjXktQ
DOI :
https://doi.org/10.5281/zenodo.6383563
Abstract :
This study examined the Problem-based
Instructional Approach as a determinant of the English
writing performance of pre-service technical teachers in
South-western Nigeria. The objectives of this study were
to: (i) examine the general level of English writing
performance of the pre-service technical teachers (ii)
assess the English writing performance of pre-service
technical teachers exposed to PBIA. A quasi-experimental
study with pre-test, post-test, non-randomised and nonequivalent control group design was adopted. The
population consisted of 983 college of education students
in South-Western Nigeria. A multi-stage sampling
technique was employed to select the respondents for the
study. The data were analysed using the percentage,
mean, standard deviation, t-test and analysis of covariance at 0.05 level of significance. The findings of the
study were that: the general level of English writing
performance was relatively low before the treatments
(control group, 32.59:30.61) but high after the treatments
(48.26; 46.62); there was no significant difference in the
English writing performance of pre-service technical
teachers taught through PBIA and control (F 1.353= 439
P>0.05). The study concluded that the PBIA approach is
highly needed in the teaching of writing. The study
recommended that teachers should employ the use of
PBIA for teaching writing to enhance students’
performance.
Keywords :
English Writing Performance, Problem-Based Instructional Approach, Pre-Service, Technical Teacher, Cognitive Learning
This study examined the Problem-based
Instructional Approach as a determinant of the English
writing performance of pre-service technical teachers in
South-western Nigeria. The objectives of this study were
to: (i) examine the general level of English writing
performance of the pre-service technical teachers (ii)
assess the English writing performance of pre-service
technical teachers exposed to PBIA. A quasi-experimental
study with pre-test, post-test, non-randomised and nonequivalent control group design was adopted. The
population consisted of 983 college of education students
in South-Western Nigeria. A multi-stage sampling
technique was employed to select the respondents for the
study. The data were analysed using the percentage,
mean, standard deviation, t-test and analysis of covariance at 0.05 level of significance. The findings of the
study were that: the general level of English writing
performance was relatively low before the treatments
(control group, 32.59:30.61) but high after the treatments
(48.26; 46.62); there was no significant difference in the
English writing performance of pre-service technical
teachers taught through PBIA and control (F 1.353= 439
P>0.05). The study concluded that the PBIA approach is
highly needed in the teaching of writing. The study
recommended that teachers should employ the use of
PBIA for teaching writing to enhance students’
performance.
Keywords :
English Writing Performance, Problem-Based Instructional Approach, Pre-Service, Technical Teacher, Cognitive Learning
