Dissertation
Workshop equipment for training and students’ attitudes towards technology
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Workshop equipment for training and students’ attitudes towards technologyThe findings of the study revealed that workshop equipment for training has a significant positive effect on students' attitudes towards technology (β = 0.249; SE = 0.123; t = 2.027; p = 0.043; f2 = 0.014). In the context of mechanical engineering education in Ghanaian technical universities, this indicates that improved workshop equipment for training leads to a more positive attitude towards technology among students. These results are consistent with prior research highlighting the significance of well-equipped workshops in fostering positive attitudes towards technology (e.g., W. C. Lee et al., 2021; Taghizadeh & Hasani Yourdshahi, 2019)The positive relationship between WDE and ATT can be understood through the lens of Kolb's (1984) experiential learning theory, which posits that students' attitudes and learning outcomes are significantly influenced by hands-on experience. Access to high-quality workshop equipment enables students to engage in practical, hands-on learning, which in turn can foster more favourable attitudes towards technology. On the basis of these findings, it can be concluded that workshop equipment for training has a significant positive influence on students' attitudes towards technology. However, it is essential to acknowledge the research's limitations. First, the sample size and scope are restricted to mechanical engineering students at Ghanaian technical institutions, which may limit the generalizability of the findings to other disciplines or nations. Second, the study relies on student self-reported data, which may be susceptible to social desirability bias. To mitigate this issue, future research could integrate objective measures of workshop equipment quality and student attitudes. Nevertheless, the study provides important insights into the relationship between training workshop apparatus and student attitudes towards technology in Ghanaian technical universities. The findings indicate that investing in high-quality workshop equipment can improve students' attitudes towards technology, which may contribute to improved learning outcomes in mechanical engineering programmes. These findings can assist policymakers and educators in their efforts to close the digital skills divide and improve the quality of engineering education by incorporating disruptive technologies. The findings suggest that students’ attitudes towards technology are significantly influenced by the availability of digital infrastructure in education, laboratory equipment for teaching, and workshop equipment for training. These factors can help shape and improve students’ perceptions of technology in educational settings. However, the statuses or standings of computer technology application and technology for classroom training do not appear to have significant relationships with students’ attitudes towards technology. Figure 4.12 Structural model predicting attitude of students towards technology Table 4.27 Predicting mode of teaching from its drivers
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