Dissertation
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- Composite 2.65 1.089
Source: Field Data (2023) The findings outlined in Table 4.5 pertaining to the integration of digital equipment and tools (DET) within the realm of education and training indicate that, despite some advancements in the implementation of digital technologies in mechanical engineering education across technical universities in Ghana, there remain certain domains where these technologies have yet to be fully adopted. Based on the composite mean of 2.65 and the composite standard deviation of 1.089, it can be inferred that the level of adoption of digital technologies in the realm of education and training is moderate. Virtual learning environments have been utilised to some extent in educational training, with a mean score of 2.43 and a standard deviation of 0.755. However, there exists a possibility for their more extensive implementation. The advantages of virtual learning environments in improving academic achievements and promoting cooperation among instructors and learners have been underscored in earlier studies, such as the work of (Roehl et al., 2013). Moreover, the accessibility of computer resources for practical instruction is moderately satisfactory (M = 2.22; SD = 1.045), albeit with potential for enhancement. Nouri, (2016) has demonstrated that the incorporation of computers and digital tools in practical training can foster a more interactive and captivating educational encounter. The adoption of digital tools in educational settings is an ongoing process, as indicated by a mean score of 2.27 and a standard deviation of 0.874. Despite the increasing utilisation of digital tools, a full-scale implementation has yet to be attained. The benefits of integrating digital tools in the classroom have been highlighted in previous studies, such as the work of (Prensky, 2009). These advantages include the promotion of critical thinking abilities, collaboration, and adaptability. The findings of the study indicate that there exists a moderate shift in the approach to mechanical engineering education in technical universities in Ghana, with a move from traditional analogue methods to digital competency-based training. This is evidenced by a mean score of 2.41 and a standard deviation of 1.080. The aforementioned discovery implies that although certain advancements have been achieved, there exists room for additional growth and acceptance of digital techniques and approaches in the realm of engineering instruction. Previous studies, exemplified by Cheung et al., (2021) have emphasised the advantages of digital training based on competencies in promoting individualised learning and amplifying student involvement. Furthermore, virtual technology serves as a means of enabling student interaction, as indicated by a mean score of 2.57 and a standard deviation of 0.985. The present discovery aligns with the study conducted by Borup et al., (2012), which underscores the significance of digital technology in promoting cooperation and interaction among pupils, as well as between pupils and educators. In addition, the adoption of personal smart devices as a means of instructing students by educators is not yet ubiquitous, as indicated by a mean score of 2.88 and a standard deviation of 1.211. This implies that despite the utilisation of certain technological advancements by educators, there exists a scope for enhancing the assimilation of personal smart devices in the pedagogical approach. The benefits of incorporating personal smart devices in education have been emphasised in previous studies, such as the research conducted by (Almaiah et al., 2022 : Alrasheedi et al., 2015). These advantages include heightened student motivation and the encouragement of active learning. The utilisation of internet-enabled large displays in educational settings for both in-person and remote instruction is moderately prevalent, with a mean score of 2.67 and a standard deviation of 1.211. The aforementioned discovery suggests that despite the presence of sophisticated digital technologies in certain classrooms, there exists an opportunity for additional implementation and assimilation of these resources to augment the quality of educational instruction and acquisition. According to Sahni, (2023) : Bower et al., (2015), their research provides evidence for the efficacy of incorporating internet-connected large screens in educational settings, as they have the potential to enhance student engagement and improve learning outcomes. Also, the evaluation of lectures using digital smart technologies is moderately feasible (M = 2.92; SD = 1.163), indicating a degree of advancement in the integration of digital instruments for assessment objectives. The present discovery is consistent with prior investigations conducted by (K. Lee & Fanguy, 2022), which emphasise the advantages of utilising digital evaluation techniques, such as enhanced productivity, adaptability, and impartiality. Additionally, the research discovered that online technology to some extent supports collaborative learning among pupils (M = 2.94; SD = 1.047). The outcome of this study is consistent with the previous findings of (Varela et al., 2022: Margaryan et al., 2011), who highlighted the significance of internet-based technologies in fostering cooperation, interaction, and information exchange among learners. The data suggests that there is moderate acceptance of online educational platforms provided by the university among students, with a mean score of 2.65 and a standard deviation of 1.146. This indicates that while some students perceive online learning as advantageous, there is still scope for enhancing the quality, accessibility, and student engagement associated with such platforms. The previous literature, exemplified by Ajoku & Mohammed, (2020), provides evidence for the possible advantages of e-learning, such as enhanced adaptability and prospects for individualised instruction. Based on a mean of 2.88 and a standard deviation of 1.089, it can be inferred that there is a moderate level of availability of projectors and smart board technologies for training purposes. This statement implies that certain classrooms possess such tools; however, there may exist a necessity for additional acceptance and incorporation of these technologies within the pedagogical framework. Bower et al., (2014)conducted a study that underscores the benefits of incorporating projectors and smart board technologies in educational settings. The study found that these technologies can lead to increased student engagement and enriched learning experiences. Moreover, the findings indicate that there is a moderate level of availability of internet-based large screens in classrooms, which can be utilised for both face- to-face and online teaching (M = 2.51; SD = 1.102). This suggests that there is a possibility for enhancing the integration of technology in the learning environment. According to (K. Li et al., 2020), prior research, the utilisation of sophisticated technological resources, such as internet-based large screens, can facilitate interactive learning opportunities and enhance the effectiveness of the instructional process. The data suggests that there is a moderate level of acceptance among university lecturers towards online educational platforms (M = 2.63; SD = 1.113). This indicates that while some lecturers have shown a willingness to adopt online education, others may have reservations due to factors such as technological challenges, doubts about the effectiveness of online pedagogy, or concerns about increased workload. The significance of addressing apprehensions and providing sufficient support for the effective execution of online education has been underscored in earlier studies, such as the one conducted by (Celik et al., 2022). The findings are consistent with prior studies, yet they also bring attention to potential avenues for enhancement. The moderate level of acceptance of online educational platforms among educators may come as a surprise, considering the worldwide inclination towards the expansion of online education, as noted by (Keshavarz & Ghoneim, 2021: Bates, 2015). The aforementioned discovery may be attributed to a range of factors, including but not limited to restricted availability of technology, insufficient instruction, or reluctance to adopt new practises. Subsequent studies may delve into the precise obstacles to acceptance and discern tactics for mitigating these impediments. The results of the study offer additional perspectives on the perceived time constraints that educators face when utilising digital technologies, their recognition of the significance of instructing students on computer-based equipment, and their expectations regarding forthcoming teaching requirements. The data suggests that educators may face time constraints when utilising digital technologies in their instructional methods (M = 2.67; SD = 1.291). This implies that although some educators have successfully integrated digital technologies into their teaching practises, others may encounter difficulties in balancing their workload and effectively incorporating technology. The significance of furnishing sufficient assistance and resources to facilitate the successful integration of technology into teaching practises by educators has been underscored in previous studies conducted by (Amhag et al., 2019 : Ertmer & Ottenbreit-Leftwich, 2010) The findings indicate that educators possess a moderate level of awareness regarding the necessity of providing computer-based equipment and machinery training to students for enhanced workplace proficiency (M = 2.86; SD = 1.114). The aforementioned discovery corroborates the earlier investigation conducted by Voogt et al., (2013), emphasising the increasing significance of digital competencies in contemporary employment and the imperative for academic establishments to furnish learners with these proficiencies. In addition, it is apparent that educators perceive that forthcoming teaching requirements will necessitate them to possess a proficient understanding of computer and other educational technologies (M = 2.88; SD = 1.194). The outcome aligns with the previous study conducted by Bernacki et al., (2020) emphasising the growing significance of technological expertise in the context of education. The findings are consistent with prior studies; however, they also uncover some unanticipated results. The relatively low uptake of digital technologies among educators may appear surprising in light of the increasing emphasis on digital competencies in the engineering domain. The observed incongruity may be attributed to various factors, including but not limited to restricted technology accessibility, insufficient instruction, or reluctance to embrace change. Further investigation may delve into the precise impediments to technology assimilation and devise tactics to surmount these obstacles. The results for digital equipment and tools (DET) have a mean score of 2.65 and a standard deviation of 1.089. This score represents the average response to all questions regarding the availability and utilisation of digital apparatus and instruments. It suggests that respondents have a moderately neutral perception of the availability and utilisation of digital equipment and tools. While there may be specific areas that require improvement, such as hands-on computer training, the higher mean scores for statements concerning cooperative learning and the importance of computer-based equipment for students' workplace performance indicate slightly more positive perceptions in those areas. These findings shed light on the perceived assets and areas for improvement in the availability and use of digital instruments and tools within the examined educational context. Table 4.6 Results on mode of teaching (MoT)
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