Efficacy of problem-based intervention on engagement and practical skills acquisition among electrical/electronic technology education students

Abstract

The study aimed to determine the efficacy of a problem-based learning intervention on engagement and practical skills acquisition among Electrical/Electronic Technology Education students. Specifically, the study assessed the impact of problem-based learning on skills, performance engagement, and practical tasks related to domestic conduit wiring such as identification of circuit positions, conduit preparation, drawing of cables, termination and mounting of fittings, inspection, and powering of circuits. Two research questions and corresponding hypotheses were formulated and tested in line with the study's objectives. The study utilized a quasi-experimental research design with a total sample of 143 electrical/electronic Technology Education students. The sample size included 78 students in the intervention group and 65 students in the control group. The questionnaire and rating scale used for data collection were validated by five experts. Data analysis was conducted using MANCOVA, with engagement and practical skills acquisition as the dependent variables, and was used to determine whether there were statistically significant differences between the intervention group and control group on multiple dependent variables (i.e., engagement and practical skills acquisition outcomes). The results indicated a significant positive impact of the problem-based learning intervention on students' engagement and performance in practical skills acquisition tasks. There was a significant improvement in students' engagement and practical skills learning outcomes, progressing from the identification of circuit positions to powering of circuits. The study findings underscored the significant potential of problem-based learning in enhancing student engagement and practical skills acquisition among Electrical/Electronic Technology Education students.