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Autor/inn/en | Emmanuel, Caleb; Ekpo, Aloysuis |
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Titel | Facilitative Learning and Students' Engagement in Electrical Technology for Developing Critical Reasoning and Lifelong Learning Skills in the University of Uyo, Akwa Ibom State, Nigeria |
Quelle | In: Journal of Education and Practice, 7 (2016) 22, S.36-40 (5 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2222-1735 |
Schlagwörter | Foreign Countries; Learner Engagement; Student Centered Learning; Thinking Skills; Lifelong Learning; Vocational Education; College Students; Student Attitudes; Correlation; Gender Differences; Active Learning; Student Surveys; Nigeria Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Denkfähigkeit; Life-long learning; Lebenslanges Lernen; Ausbildung; Berufsbildung; Collegestudent; Schülerverhalten; Korrelation; Geschlechterkonflikt; Aktives Lernen; Schülerbefragung |
Abstract | Research has found that active student engagement in classroom activities can enhance academic achievement, promote retention and application of knowledge. This study investigated the relationship between students' engagement and facilitation in a student-centred learning environment. The study was conducted at the University of Uyo, Akwa Ibom State, Nigeria. 307 Vocational Education students formed the population, from where 174 were drawn to form the sample. The results of the study indicated that facilitation is positively related to students' engagement. It was concluded that facilitative learning environment is positively related to student engagement as quality instruction mediates students' engagement. (As Provided). |
Anmerkungen | IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |