Dissertation
Education level lecturer of respondents
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Education level lecturer of respondentsAn essential component of the research involves comprehending the academic credentials of the instructors, as this offers valuable discernment into their proficiency and the calibre of instruction dispensed to learners. The findings indicate that a significant proportion of the instructors, specifically 49.0%, possess a Doctor of Philosophy degree, whereas 39.2% hold a Master's degree, and 11.8% have obtained a Bachelor's degree. The significance of comprehending the credentials of engineering instructors is underscored in the research background, given its potential impact on the knowledge and competencies transmitted to learners, as well as the general calibre of education. The findings are consistent with the anticipated results, as it is reasonable to expect that a significant proportion of instructors in the field of engineering education possess postgraduate qualifications. The importance of educators' qualifications in influencing the calibre of engineering education has been emphasised in prior studies (Felder & Brent, 2016). The findings reveal a noteworthy observation concerning the prevalence of instructors holding a Bachelor's degree, which is relatively high at 11.8%. The aforementioned discovery implies that technical universities in Ghana may have distinct lecturer qualification prerequisites in comparison to other academic institutions, or that these universities exhibit a greater degree of inclusivity in their recruitment of educators with varying qualifications. Institutions that prioritise practical experience over academic qualifications are exemplified by universities offering industry-focused programmes. The findings of the study indicate that mechanical engineering lecturers in Ghanaian technical universities possess a varied assortment of educational credentials. The presence of diverse individuals within the educational setting may potentially enhance the pedagogical methods, viewpoints, and personal encounters, thereby augmenting the overall academic encounter for learners. The notion that diversity in the qualifications of educators has a positive effect on the quality of education and student outcomes is supported by prior research (Felder & Brent, 2016). Future research could focus on examining the potential effects of lecturers' varied educational backgrounds on students' academic achievements and overall learning experiences. Additionally, it may be worthwhile to investigate the potential correlation between lecturers' qualifications and their effectiveness as educators. Rationalising the necessity for forthcoming investigations, comprehending the ramifications of heterogeneous credentials among instructors, and discerning tactics to guarantee proficient pedagogy will augment the advancement of mechanical engineering instruction in technical universities in Ghana. This will ultimately yield advantages for the engineering vocation and the community. Download 2.1 Mb. Share with your friends:
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