MARIKINA POLYTECHNIC COLLEGE 2 Chanyungco St. Sta. Elena, Marikina City 1800 BACHELOR OF INDUSTRIAL TECHNOLOGY TASK 1 Review of Parallel Study Title Technology-aided learning environment: An investigation into electrical/electronics students’ instructional preferences, attitude and approaches to learning Reference (APA 6th edition) Efuwafe, B. M., Ogbuanya, T. C. (2018). Technology-aided learning environment: An investigation into electrical/electronics students’ instructional preferences, attitude and approaches to learning. Journal of South African Education, 38(2), 1-16. https://doi.org/10.15700/saje.v38ns2a1535 Rationale The purpose of the study is to determine the relationship between instructional preference, learning approach, and attitude of electrical/electronics students in Nigeria. In addition, this study aims to fulfill the research gap between traditional and technology aided because according to the review of research literature of the study, technology aided helps student to increase interest, and give opportunity to practice high and quality learning and improve traits for innovations. However, the results of the study show that the preferred instructional of the students is teacher-directed technique which falls under traditional teachinglearning method. The researcher aims to determine what will be the possible result if the study is conducted in Marikina Polytechnic College. Statement of the problem /research objective (General) SOP (specific) What are the instructional preferences of electrical/ 1 electronics students in a technology-aided learning environment? Literature review Research on learning preferences ascertained that identifying students’ learning styles may help teachers understand student preferences of learning which could assist in selecting appropriate instructional strategies and educational options (Cekiso, 2011; Cekiso et al., 2015; Paulraj, Ali & Vetrayan 2013). Research instrument Source of data Descriptive Survey Student Data analysis Based on the study, the students preferred instructional preferences is teacher-directed learning. This shows that the students still require teacher's assistance and support in their learning process. The next instructional preferences they preferred is knowledge construction and the least instructional preferences they preferred is cooperative learning. What are electrical/electronics 2 students’ approaches to learning in a technologyaided learning environment? What attitudes do electrical/electronic students’ 3 exhibit towards learning in a technology-aided learning environment? Members (Please arrange alphabetically from Surname, First name MI) However, students in the same class might have different learning approaches. Researchers identified the three main approaches to learning as surface approach, deep approach and strategic approach (Baeten et al., 2016; Entwistle, Tait & McCune, 2000; Kharb et al., 2013; Liew et al., 2015). Students’ attitudes vary from one factor to another. These include attitude towards the technology- aided learning environment, the subject, teaching technique used, the general learning environment, the teacher among other things (Vale & Leder, 2004). In relation to a technology-aided learning environment, Vale and Leder (2004) describe students’ attitude towards use of technology for learning as the degree to which students perceived that the use of computers and other technologies in the subject provides relevant information, aids their learning and contributes to their achievement in the subject. Bataluna, Nicky Ederio, Maui Ladra, Jojie Maini, Jerome Olita, Nicole Parilla, Mackey Peduhan, Jomark Rangasa, Renato Descriptive Survey Descriptive Survey Student Student Based on the study, it shows that students adopted deep approach in learning followed by strategic approach, and last is surface approach in technology aided learning environment. Based on the study, it shows that the attitude of the students in technology aided learning environment score highest in subject confidence, second is behavioral engagement, third is use of technology for learning, fourth is affective engagement, and last and poor is confidence with technology.
