Abstract
This study developed and validated a multimedia package for the teaching of Electrical/Electronic component of Basic Technology at the upper basic education level. It was a developmental research design. The area for this study is Kano state, North-Western Nigeria. The population consists of 291 Basic Technology teachers, out of this, 10 Basic Technology teachers, 5 instructional technologist and 5 computer specialists were purposely selected for the product evaluation based on four instruments. The findings revealed that design procedures were followed in the development of the Electricity/Electronics component of Basic Technology Instructional Package (EECOBTIP); EECOBTIP have adequately covered the curriculum content of the subject matter; EECOBTIP have met required instructional technology standards; and EECOBTIP have met the required technical standards. The study therefore recommends amongst others that Basic Technology teachers should be encouraged to prepare some aspects of their lessons in electronic form; EECOBTIP should be utilized for classroom instruction especially when teaching the Electricity/Electronics component of Basic Technology; and that similar packages should be developed for the other aspects of Basic Technology curriculum.
Highlights
The design and development of an instructional package for teaching and learning is an instructional design process
Basic Technology is among the core subjects taught at the Basic Education level of Nigeria’s curriculum, and according to Adeoye & Olabiyi [4], it is meant to provide basic knowledge about industrial technology
The draft was given to three experienced Basic Technology teachers for thorough scrutiny
Summary
The design and development of an instructional package for teaching and learning is an instructional design process. Two theorists of particular importance at the turn of the century were Dewey [2], who envisioned a special linking science between learning theory and educational practice, and Thorndike [3], who investigated principles of learning that could be directly applied to the teaching process (i.e., the laws of effect and exercise). He developed a body of instructional design principles that included task analysis and teaching methods based on his research findings and student evaluation methods [3]. This is based on results from the Junior Secondary School Certificate
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