Article 2022

Mediating roles of ability beliefs and intrinsic motivation in PBL and engagement in practical skills relations among electrical/electronic education undergraduate

OC
Orji, Chibueze Tobias
 OT
Ogbuanya, Theresa Chinyere
Innovations in Education and Teaching International
Journal · Vol. 59 · Issue 3 · pp. 326-336
Abstract

The need to determine the mechanisms of change that explain why problem-based learning (PBL) interventions are effective necessitated this study. The current study draws on survey responses from 78 electrical/electronic technology education undergraduates at public universities in southeast Nigeria to test the hypotheses suggested. Hierarchical Multiple Regression results indicate that students’ ratings of PBL associated positively with engagement in practical skills acquisition (EPSA) as well as with intrinsic motivation and students’ ability beliefs. Also, mediation analysis suggests that intrinsic motivation and ability beliefs mediate PBL experiences and student EPSA. Our results highlight the critical potential of PBL for increasing student EPSA. Therefore, for technical students and educators, technical administrators, and policymakers who seek effective ways of improving the teaching and learning of practicals, this study provides essential information. © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Author Keywords

TVET Problem-based learning Ability beliefs Intrinsic motivation skill engagement Electrical/electronic technology

Index Keywords

Author Affiliations
Department of Industrial Technical Education, University of Nigeria, Naukka, Enugu, Nigeria
Funding & Acknowledgements
No funding information
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