Developing technical expertise in secondary technical schools: The effect of 4C/ID learning environments |
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| Authors: | Frederick K Sarfo and Jan Elen |
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| Institution: | (1) University of Education of Winneba, Kumasi Campus, P.O. Box 1277, Kumasi, Ghana;(2) Center for Instructional Psychology and Technology, University of Leuven, Vesaliusstraat 2, Leuven, 3000, Belgium |
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| Abstract: | In this study, the effectiveness of learning environments, developed in line with the specifications of the four components
instructional design model (4C/ID model) and the additional effect of ICT for fostering the development of technical expertise
in traditional Ghanaian classrooms, was assessed. The study had a one-by-one-by-two pretest–posttest quasi-experimental design.
Three functionally equivalent classes of students from three similar (secondary technical) schools were randomly exposed to
three different treatments. The sample consisted of 129 students. The treatment groups consisted of one control group with
a regular method of teaching and two experimental groups: a 4C/ID learning environment with ICT; and a 4C/ID learning environment
without ICT. The content for the treatments was selected from the secondary technical education syllabus. Technical teachers
were trained to implement the interventions. After the pilot study, the materials were validated by experts and revised. Teachers
were retrained. The main study, consisting of six sessions, was conducted in regular classrooms in three schools. Results
indicated that a 4C/ID learning environment promotes the development of technical expertise in secondary technical education
better than teaching designed in line with a regular method of teaching. Moreover, results reveal no significant difference
in learning gains for the 4C/ID learning environment between the group with ICT and the group without ICT. In the final section,
the theoretical, research and practical implications of the results for the instructional design and technology community
as well as for educational practice, are discussed. |
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| Keywords: | Building drawing Complex cognitive skills Integrated set of knowledge and skills Learning tasks Technical expertise 4C/ID model |
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