Facilitation Skills and Template for Facilitating Learning in a Problem-Based Learning Environment for Technical Teachers

education

It is essential to determine facilitative skills and develop a template that will be required by a Technical Teacher for facilitative learning in order to implement problem-based learning classrooms. The study adopted the instrumentation design. The population for the study is 97, comprising of all Technical Teachers in Public Technical Colleges in Akwa Ibom State, Nigeria. Purposive sampling techniques was used to select 56 technical teachers to form the sample. The instruments for the study were tagged “Assessment of Facilitative Learning Skills Need of Technical Teachers Questionnaire” (AFLSNOTTQ) and “Template for Facilitating Learning Checklist”(TFLSC). Two tier method of validation was done. The first involved the face validation of the AFLSNOTTQ and the second was the content validation of the TFLSC by experts from the Department of Vocational Education, University of Uyo, Akwa Ibom State. The reliability of the instrument was determined using Cronbach alpha after it was administered on 30 teachers who were not part of the sample. This gave coefficients of 0.82 and 0.79 each for AFLSNOTTQ and TFLSC respectively. The Mean and standard deviation was used to answer research question one. On a four point rating scale, the weighted Mean is 2.50, hence, items with Mean responses below 2.50 indicate a skills Need while items on 2.50 and above indicate possessed skills by Technical Teachers. On ascertaining the skills gap, a template was developed and validated for technical teachers on how to facilitate learning in PBL classrooms. It was recommended among others that three options are now proposed for facilitator development, namely self, peer and group reflection.

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