Research Methods And Statistics

Goal: To equip the student with the knowledge and skills of conducting simple research projects. Course Objectives At the end of this course, the students should be able to: - Know the format of research project, questionnaire and other instruments for collection of data. - Know how to formulate and test of hypothesis and prepare research reports - Know decision-making, types at errors etc, also know various statistical instruments for research projects.

UNIT 1: System Approach to Instructional design and delivery The concept of system approach to Instructional Design and Delivery Elements of system approach NOTE: Illustrate with at least two models of systems approach to instruction. 1.3 Application of systems approach to designing mediated instructional plan UNIT 2: Classification of Instructional Media.  Identification of instructional media under the audio, visual and audio media  Classification of instructional materials according to their forms and character Notes: Dale’s concept of ‘cone of experience’ and Jarome Brunner’s classification should be discussed. Jarome maintains that instructional materials can be offered or ‘represented’ in three different forms thus: (a) by a series of actions (active representation) (b) by illustrative presentation (ionic representation) (C) by symbolic presentations or logical propositions (symbolic representation). (d) the rational mode of classification from concrete to abstract experience should be stressed.  The didactic value of the various types of instructional media under:- Pictorial media (Projected and non-projected e.g. illustrations, drawings tables, figures, diagrams, films slides. D media (real objects, models, workpieces, etc) Audio media Audio Visual Media  The principles of use of the identified types of media in 2.3 above for instructional purpose. UNIT 3: Principles of perception attention, memory and communication as applied to the design and use of instructional media  The concept of perception and its significance in human learning process  The basic principles of perception and attention and state the application in instructional media design. Explanation of the concept of perceptual capacity and its implications for the design of learning media.  Definition of communication.  Identification of the basic elements in the communication process/cycle e.g. source, meaning, encoder, message, channel, receiver, disorder and noise.  Identification and explanation of common barriers to communication e.g. lack of adequate cognitive structure, stereo-typing, communication overload, frozen evaluation or mental fixation. Note: Design and use chalkboard, disdpolay/bulletin board, cloth board plastigraph and magnetic board. UNIT 4: Principles of design of resource materials  Description of the design and statement of the function and principles of the use of: Chalkboard cloth board (e.g flannel board) display/bulletin board pin board magnetic board plastigraph whiteboard flip chart. NOTE: This treatment of chalkboard includes: Design suitable for technical drawing and specific techniques of writing chalkboard notes and making chalkboard illustration. The topic could be treated under static and movable boards.  Specifications of the purpose or for production and installation of the boards in 5.1 above.  Evaluation of the efficiency and effectiveness of the use of boards for instructional purpose in a classroom setting. UNIT 5: Designing, Production and use of graphic materials.  Identification and use basic materials, tools and instruments for the production of graphics for instructional purpose. E.g. drawing papers and boards, acetate, cutting tools drawing instruments (repidographs, felt pens, brushes, etc) inks and colours, pantograph.  The principles of design and description of the types and uses of the following graphic materials for instruction delivery in occupational education: Graphs charts and diagrams cartoons posters and signs etc.  Design and production of graphic materials in 5.2 above for specified instructional purpose. NOTE: Application of a variety of lettering techniques and aids should be a major stress. Graphics so produced should meet laid down criteria of quality or design.  Selection and evaluation of ready-made graphic materials above for instructional use. UNIT 6: The use of real objects, models and demonstration field trips.  Explanation of the principles of the following types of real objects in classroom/workshop instruction: unmodified real objects. modified real objects e.g. cutaway, models mock-ups, simulation devices specimens.  Identification of the materials that could be used and describe the techniques of production of models and mock-ups in own occupational area.  Specification of qualities and nature of real things, models mocu-ups or specimens to be used for specified instruction.  Production of a specified model, mock-ups or specimens for instruction use.  Explanation of the use of field trips and internship/attachment in occupational training  Explanation of the principles of planning and conduction of field trips (excursions) and internship/attachment, in occupational training. UNIT 7: Instructional Photography: Principles and Techniques of Production.  The values and uses of photographs in vocational training.  Identification and description of the essential features and working principles of basic photographic equipment and their accessories e.g. cameras, lenses and filters, flash gun, enlargers, tripods, etc.  Identification, description and explanation of the use of various photographic materials for colour and black and white photography e.g. films, chemicals paper.  Explanation of the general basic principles and process of black and white colour photography production.  Planning of instructional packages or lesson incorporating the use of photographs  Taking and producing photographs (colour, black and white) for given instructional purpose. NOTE: Production should include enlargement.  Produce scripts for instructional media photography.  Produce diagrams and illustrations for instructional purpose using photosketching techniques.  Evaluation of the instructional merits of given photographs for instructional purpose UNIT 8 Audio Materials.  Identification of the uses of audio materials in vocational training  Identification and description the various types essential features and functional principles of common audio equipment e.g. tape recorders, amplifiers, microphones, speakers, record players, headphones, etc.  Differentiating between the use of various types of audio materials e,g, various tape materials and records.  The term “fidelity” and factors which influence good reproduction e.g. characteristics of the original sound: environmental conditions in recording and playback capability of the recording system to capture all the frequencies of the original sound general functioning condition of the recording and playback system equipment operator level of capability  The principles of preparation and recording of audio materials for instructional use  Setting up and the use of audio equipment in 9.2 above for recording, dubbing and playback of complete lessons  Evaluation of instructional value and quality of a given instructional audio materials. UNIT 9: Projected Instructional Aids.  Description of essential constructional features and mode of operation of common projected aids (equipment). overhead projector close circuit TV system slide projector motion picture projector opaque projector NOTE: Treatment of this topic should cover common types of equipment.  Description of various forms and character of media materials for each equipment in 9.1  Production of transparencies, slides and film strips for instructional video programmes. NOTE: Students should produce complete lectures on video tape and typewritten transparencies.  Principles of use of ready-made instructional films, film slides for classrooms instruction.  Sources of ready-made instructional film materials in Nigeria.  Basic principles of projection as they relate to lighting lens systems screens, projection distances, seating arrangement and sound control.  Projection equipment in 9.1 above in instruction delivery.  Specifications for equipment in 9.1 above  Evaluation of quality of projected aids. UNIT 10: Reproduction Processes  Forms of reproduction processes: duplicating mimeographing (including the use of scanning process) photocopying (including Xerox process) off-set lithography  Use of basic duplicating equipment.  Main features and methods of operation of the machines used for the processes in 10.1 above.  Setting up and operating the duplicating machines in 10.2 above  Identification and correcting minor operational faults in duplicating and photocopying. UNIT 11: Instructional media management  Principles and methods or storage of instructional media resources covered in this course. NOTE: The media resources should include: consumable drawing materials (paints, paper, chemicals and clors) drawing instruments and equipment electronic equipment (television, video, projectors, recording equipment cameras models. Specimens, charts, mock-ups records, tapes and films.  Storage of media resources in institutions.  Maintenance and common repair problems associated with each type of equipment covered in this course.  Maintenance operations on instructional media equipment including cameras, tape recorder, projectors e.g. cleaning of video head and tape head.  Rectifying minor operational fault in equipment  Effective system for the utilization of media equipment and materials in an institutional setting.  Inventory system for learning resources or instructional materials in an institution. UNIT 12: The use of Computer in instruction delivery and management  Applications of computers in individualized instruction.  Academic record keeping gaming and simulation.  Nature of programming language associated with computer applications in 13.1 above.  Working principles of a computer, listing the components that are crucial to the computer operation.  Various micro-computers and the limits of their functioning.  Preparation of a computer programme  Development and running off simple programme on the computer UNIT 13: Programme Instruction in Occupational Training.  Programmed instruction and types e.g. linear, branching and methodology.  The historical, philosophical and psychological basic of programmed instruction.  The use of PT for in-school and industrial based training.  Essential character of a well designed programme.  Production of a programmed instruction package on a topic of area of specialization  Evaluation of the instructional value of given programmed instruction package.