REINFORCING PARADIGN-TRANSITION EFFECT OF PROGRAMMED INSTRUCTIONS ON TECHNOLOGY

The essence of teaching and learning is the realization of paradign-transition effect which is necessary for individual and societal development. The low appreciation, poor performances and consequent slow acquisition of skills has been issues of prime concern to stakeholders in technology education. This study was carried out generally to reinforce paradigin-transition effect necessary for a growing technological economy and to verify whether poor performance and slow acquisition of skills in technology education could be due to the instructional methods and materials used in comparison to programmes instructions copied in video compact disk plates. A random sampling of forty students divided into two (2) equal groups each was used for the research study out of a population of a hundred students. Three hypotheses were formulated for the study. The statistical tools used for the analysis of the result were mean, standard deviation and t-scores. The results show that programmed instructions in areas of technology has a serious influence on the performance of students and that poor performance could also be due to instructional methods and materials used. Recommendations were made which included the fact that programmed instructions in all areas of science and technology should be massively produced and distributed to schools; workshops and laboratories should be built and equipped with e-learning facilities.