Factors Affecting the Implementation of Student Centred Approach in Business Courses Instructions in TVET: The Cases of St. Mary's University College and Entoto TVET College
No Thumbnail Available
Date
2007-07
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
Thi the i re earch tudy i ' entitled "Factor ' Affecting the Implementation of tudent
entred Learning Approach in Business Courses Instructions in TVET: The ases of t.
Mary ' Univer ity ollege and Entoto TVET College. IJ The purpose of the study is
primarily fo as e to what extent tude nt-centred approach i being implemented in both
TVET ollege and to identify factor affecting its implementation. The desired level of
practice in TVET program is that 70% instructional time is to be student-centred
(practical learning) while only 30% is left for instructors to provide theoretical
orientation, possibly through lecture method. Thus, for intensive investigation, the
following ba ic research questions were raised and attempted: I) what do the
recruitment criteria and profe sional identity of instructor look like? 2) Are the
instructor well acquainted with student-centred approach? 3) Is the class size and setup
manageable for in tructor ' to implement student-centred approach? 4) Are there
ufficient equipment and facilites in tho e institutions that promote student-centred
approach? 5) What is the extent of implementation of student-centred approach in
business in truction? Questioner were developed and pilot-tested. Finally certain
modifications were made and then they were distributed to both students and teachers
selected for the study. The population sizes of these respondents, respectively were 590
and 63, of which only 177(30%) and 50(80%) were sampled and contacted in that
sequence. tratified sampling technique was employed to address respondents
proportionally from three departments selected for the study, namely: Accounting,
Marketing and SSOM All (IOO%) questionnaires distributed to students were returned
and analyzed while only 43(86%) of the questionnaires di tributed to instructors were
returned and analyzed. The following major findings were obtained from the study: J)
Teaching experience and CPA were primarily considered as recruitment criteria and
thus industrial experience does not get due emphasis. The professional identities
(compositions) were found to be on the desired balance only for three departments:
Accounting and SSOM at SMUC and SSOM at Entoto TVET College. 2) Most
instructors do have pedagogical background but were not well acquainted with studentcentred
approach during their training. Pedagogical background and teaching
experience alone were not found to bring significant difference in implementation of
student-centred approach. 3) The class size and set-up were found to be inconvenient
for implementation of student-centred approach in those institutions. The former is more
serious at MUC while the latter is more persisting at En to to TVET College. 4)
Instructional facilities and equipment were found to be insufficient in both institutions
and this was found to bring about negative implications on student practical learning. 5)
The intention to provide 70% practical training and 30% theoretical orientation was
found to be not implemented to this extent because in classroom instructions maximum of
30% practical learning and minimum of 70% theoretical orientations were being
practiced in most business instructions provided in those in 'titutions. To thi end, the
researcher made some recommendations that are supposed to promote tudent-centred
learning in business courses instruction.
Description
Keywords
Learning Approach in Business Courses Instructions