TECHNIQUES AND TECHNOLOGIES REQUIRED BY TEACHERS FOR TRAINING ELECTRONICS STUDENTS IN PROBLEM-SOLVING IN HIGHER INSTITUTION IN NIGER STATE, NIGERIA

Abstract

The aim of the study was to determine the techniques and technologies that the teacher need for training electronics students in problem-solving. Two research question and two null hypotheses guided the study. The study employed a cross-sectional survey design. Random Sampling was employed to select 40 respondents consisted of 30 electronics students and 10 electronics teachers in higher institution of learning in Niger State. The instrument used for data collection was a questionnaire. Data collected was analyzed using mean for research questions and t-test for hypotheses. Emerging findings revealed 15 techniques and 10 technologies in problem-solving. Among the techniques include; create cooperative learning group, analyze problems, teach electronics symbolic operations that often associates electronics problems, select suitable electronics operations that correctly translate a problem, use electronics operations to represent electronics problems, generate possible approaches that a represented electronics problem can be solve whereas technologies are; create computer-based interactive learning environment, employ interactive training and learning tool such as interactive whiteboard, use electronics instructional software with electronics symbols, use computer-based software that provide dynamic models in interactive media that offer visualization and analytic tools, employ innovative software with inquiry and thinker tools that allows students to perform electronics exercises in group and compare results with exercises carried out by student’s self amongst others. It was recommended that for effective training in problem-solving schools should adapt these techniques and technologies since they promote a learning environment that supports group cooperative learning which is a core requirement for problem-solving.