STUDYING APPROACHES AMONG GRAPHIC ARTS STUDENTS IN TECHNICAL TRAINING

INSTITUTIONS IN NAIROBI, KENYA

LUCY ACHIENG’ OGOL, PhDKENYA INSTITUTE OF CURRICULUM

DEVELOPMENTCOMMISSION FOR HIGHER EDUCATION COMMISSION FOR HIGHER EDUCATION

CONFERENCECONFERENCE2323RDRD AUGUST 2016 AUGUST 2016

• Kenya Vision 2030, • Constitution of Kenya.• The 17 Sustainable Development Goals • One of the critical Post 2015 SDGs is inclusive and

equitable quality education and promote life-long learning opportunities

• All these policies are striving for transformation, and sustainability.

• education is a key driver for 21st C Orientation.

Introduction

Introduction

Research indicates that HE students who adopt the ‘deep’ contrast are classified as transformative learners, while those who adopt the ‘ surface’ are classified as passive, rote learners.

Studying Approaches

Surface Approach

Issues such as, poverty alleviation, mitigating climate change, enhancing quality and inclusive education, improving access to water and sanitation, can then be addressed utilizing skills such as critical thinking and problem solving.

Conceptual framework

The study was based on the Phenomenology Theory (Entwistle 2006, and others). It studies the trends of learning and studying phenomenon among students. The trends are the transition and transfer of studying that enables transformation to occur through people, on the environment, society and economics.

The rapid global, technological, economic and social changes occurring in the 21st century, requires urgent identification of the 21st century studying orientations of students. Information from the learners by year of study and by gender in Technical Education in courses such as Graphic Arts, for productive learning process was lacking. The KV 2030 demands 21st century skills.

Problem Problem

Empirically establish and inform stakeholders the studying deep/surface contrasts in TE are critical to socio-economic development and global competitiveness.

PurposePurpose

An exploratory quantitative research study was conducted to establish the studying approaches that students by gender adopted in TE Graphic Arts (GA), in Kenya.

Research Methodology Research Methodology

The study involved 120 ( 90 male and 30 female) Technical Education GA students at Kenya Polytechnic University College (currently TUK) and Buru Buru Institute of Fine Arts in Nairobi County. These institutions offer government approved GA, courses.

HypothesisThere are no significant differences between gender and studying approaches in technical education GA with regards to

i.i. Surface Surface studying approaches ;;ii.ii. Deep Deep studying approachesiii.iii. StrategicStrategic studying

approaches ..

A closed-ended questionnaire and an observation schedule adapted from the Approaches to Study Skills Inventory for Students (ASSIST) (Entwistle 2006) were used to collect data

Reliability and validity .

Cronbach alpha was 552, .641 and .597 for the Surface, Deep and Strategic Studying Approaches respectively They were within the range of α = 0.55 to α = 0.83 found acceptable by Speth et al., (2008)

Data were analyzed using the independent sample t test. The statistical difference set at p < .10. to capture subtle differences. SPSS Version 17 was used.

Findings• The findings by gender indicated a strong

strategic approach. Significant statistical differences were found in

• uncertainty (p<.009), • focus on minimum requirements (p<.028),• linkages to prior knowledge (p<.019), and • critical assessment of validity (p<.012) responses.

The female students mean scores were more favourable towards the strategic studying approaches.

Table 1: Summary of t test results for studying approaches by gender

Sub-section of survey

Total number of questions

Questions for which null

hypothesis was rejected

Percentage rejected

Mean by gender

F M

Surface studying approach

6 2 33.33.72 3.40

Deep studying approach

6 2 33.33.67 3.70

Strategic studying approach

7 0 00.04.02 3.95

Total 19 4 66.6

Total Mean average3.80 3.68

Discussion

The studying approaches established contributed to a quality of learning that was more inclined to strategic (constructive, but time bound) learning and not deep (transformative and lifelong) learning.

Conclusion The results suggest that the studying approaches

may have more serious implications, for the curriculum developers, implementers, the instructors, students, potentials employers and training institutions in attaining desired learning skills in Graphic Arts TE that adapt themselves well to the 21st century skills.

Policy Recommendations • The students studying approaches

mixed orientations, though suitable to the current trends should be oriented to adapting the 21st century skills, which demand transformative lifelong learning orientations;

Policy Recommendations • the curriculum developers should

develop and review syllabus to ensure that they are flexible, dynamic and challenging and not time bound. • The students should be guided to

develop critical thinking and problem-solving learning and studying orientations;

Policy Recommendations

• the teachers should adapt a variety of teaching methodologies that enable the students to be more inquisitive,

• reflective and • willing to face challenges instead of only

anticipating what the lecturers will teach so as to pass the exams;