Dissertation
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- Composite 2.91 1.246
Source: Field Data (2023) According to Table 4.12, the attitudes of students towards technology for classroom training (TCT) are presented. The results suggest that the majority of students are in favour of the shift from analogue to digital competency-based instruction (mean = 2.81; standard deviation = 1.098), the integration of virtual learning environments in educational training (mean = 2.76; standard deviation = 1.361), and the provision of computers for practical training (mean = 2.70; standard deviation = 1.181). The findings align with prior studies that underscore the significance of digital technologies in augmenting the calibre of education and equipping learners with the requisite skills for the engineering sector (Ismail & Hassan, 2019; Kolog et al., 2022). The present study has revealed an unforeseen result, namely the heterogeneity of students' viewpoints regarding the accessibility of computers for practical instruction. This variability could potentially be ascribed to divergent resource availability or dissimilar expectations among the student population. The findings indicate that sustained funding is necessary for the development of digital infrastructure and the integration of digital technologies in technical university education in Ghana. Potential avenues for future research may involve investigating the various factors that impact the efficacy of Technology- based Classroom Training (TCT), as well as devising methods to foster the establishment and sustainability of digital infrastructure geared towards instructional purposes in technical institutions of higher education. The outcome of the study further indicated that students exhibit a considerable degree of concurrence towards utilising their personal devices for e- learning. Additionally, they demonstrate a moderate level of concurrence regarding other technological aspects for classroom instruction. The utilisation of personal electronic devices such as smartphones, laptops, tablets, and data for e-learning has gained significant acceptance among students. The perceived level of availability and effectiveness of digital technologies in classrooms and for facilitating collaborative learning among students is moderate. The findings resonate with prior scholarly investigations that have underscored the capacity of digital technologies to augment educational achievements and facilitate the availability of knowledge (e.g., MacDonald et al., 2022). Furthermore, the students' notable concurrence regarding the utilisation of personal devices for electronic learning is in line with the increasing tendency of portable learning in the realm of education (e.g., van de Werfhorst et al., 2022). The students' perception of the availability and effectiveness of internet- connected giant screens and digital smart technologies for lectures was moderate, which was unexpected. The unforeseen discovery may be ascribed to variables such as the calibre and accessibility of said technologies, as well as the degree of digital proficiency exhibited by pupils. Subsequent investigations may delve into the determinants that impact the efficacy of digital technologies in technical university settings for instructional purposes and ascertain tactics to foster their advancement and sustainability. It was found that students generally concur on the advantages of digital technologies for educational purposes. Based on the students' perspective, the mean composite score of 2.91 (SD = 1.246) suggests that there is a moderate level of satisfaction and utilisation of technology for classroom training. The results indicate that the students exhibited greater levels of concurrence regarding the utilisation of personal devices for e-learning and digital competency-based training. Additionally, the students demonstrated moderate levels of agreement concerning the accessibility of virtual learning environments, internet-connected large screens in classrooms, digital smart technologies for assessment, and internet-based technology for cooperative learning. The diversity in the viewpoints of students may suggest variations in individual encounters, availability of resources, or anticipations among the student body. The aforementioned discovery underscores the necessity for specific interventions aimed at improving the utilisation and efficacy of technology for instructional purposes in technical universities located in Ghana. Prior studies have underscored the significance of technology in the realm of education and its capacity to augment academic achievements (Boakye-Amponsah et al., 2023; Kwaku et al., 2020). The analysis highlights the significance of digital technologies in engineering education within the context of Ghana. It underscores the necessity of allocating resources towards digital infrastructure and fostering digital literacy among students. The statement proposes the incorporation of technology into educational instruction and emphasises the importance of guaranteeing the accessibility and calibre of digital technologies. Potential avenues for further investigation may include an examination of the variables that impact students' attitudes towards technology in the context of classroom instruction, as well as the development of tactics aimed at mitigating the digital proficiency deficit in engineering pedagogy. The research suggests that there is a need to explore the influence of technology on academic achievement in the context of classroom instruction, as well as to evaluate the efficacy of different digital tools in the field of education. The study's findings indicate that the implementation of technology in classroom instruction has the potential to improve education and address the digital skills deficit in engineering education within technical universities in Ghana. Ultimately, this suggests that technology can serve as a valuable tool for enhancing educational outcomes in this context. The composite mean score of 2.91 indicates that respondents have a moderately neutral perception of the technology utilised in classroom training. While there may be specific areas requiring development, such as the availability and efficacy of internet-connected gigantic displays, the higher mean score for the use of personal devices and data for e-learning indicates a slightly more favourable perception in that area. These results shed light on the perceived assets and areas for improvement in the use of technology for classroom training in the examined educational context. Table 4.13 Results on computer technology application (CTA)
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