1. Home
  2. Vol 7, No 2 (2023)
  3. Chinyere Theresa Ogbuanya

Enhancing Vocational Identity and Practical Skills Motivation through Vocational Mentoring Intervention: A Quasi-Experimental Study on Automobile Students

  • Abstract Views: 23
  • PDF Downloads: 0
  • January 30, 2024
  • Chinyere Theresa Ogbuanya School of Education Studies, Faculty of Education, University of the Free State,  South Africa
Corresponding Author

DOI:

https://doi.org/10.24036/00650za0002

Keywords:

Career mentoring, vocational exploration, vocational commitment, vocational reconsideration, and motivation belief

Abstract

This quasi-experimental study investigates the impact of vocational mentoring intervention on vocational identity (exploration - in-breadth and in-depth, commitment, reconsideration), as well as practical skills motivational beliefs and engagement among Automobile students. The research, testing five hypotheses, utilized a sample of 137 students, with 81 in the intervention group and 56 in the control group. Data collection employed a questionnaire and rating scale with high overall reliability coefficients of 0.86 and 0.84, respectively. The intervention, structured as a two-phase plan, was designed to enhance vocational identity and practical skills motivation. Analysis of covariance (ANCOVA) and Multivariate Analysis of Covariance (MANCOVA) were employed for data analysis. The findings indicated a significant positive effect of the intervention on vocational identity, leading to progressive improvements in exploration, commitment, and reconsideration. Additionally, the study observed progressive increases in practical skills' motivational beliefs and engagement. The study recommends the implementation of periodic vocational mentoring in technical colleges to nurture students' vocational identity and enhance their practical skills motivational beliefs and engagement.

Full Text:

References

Anafarta, A., & Apaydın, Ç. (2016). The effect of faculty mentoring on career success and career satisfaction. International Education Studies, 9(6), 22-31.

Boekaerts, M. (2002). Motivaton to learn. Educational Practises Series. Belgium: International Academy of Education. Retrieved from: http://www.curtin.edu.au/curtin/dept/smec/iae.

Chukwuedo, S. O. (2018). Influence of career-training mentorship intervention on career behavior and psychomotor skills acquisition among electrical/electronic technology education students in south-south Nigeria. (Unpublished Doctoral Thesis). Department of Industrial Technical Education, University of Nigeria, Nsukka.

Chukwuedo, S. O., & Ementa, C. N. (2022), Students’ work placement learning and employability nexus: Reflections from experiential learning and social cognitive career theories. Industry and Higher Education, 36(6), 742-755.

Chukwuedo, S. O., Mbagwu, F. O., & Ogbuanya, T. C. (2021). Motivating academic engagement, lifelong learning among vocational and adult education students via self-direction in learning. Learning and Motivation, 74, 101729.

Chukwuedo, S. O., & Ohanu, I. B. (2022). Optimizing vocational identity status and job search behavior via career-related practical skills training in electrical/electronic technology education. International Journal for Educational and Vocational Guidance, 1-28.

Facer, D. V., Galloway, F., Inuoe, N., & Zigarmi, D. (2014). Creation and initial validation of the motivation beliefs inventories: Measuring leaders’ beliefs about employee motivation using four motivation theories. Journal of Business Administration Research, 3(1), 1-18.

Fadairo, O. O. (2009). Strategies for improving the interest of automobile technology students in technical colleges in ogun state. Unpublished master thesis, university of Nigeria, Nsukka.

Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Education research: An introduction. Pearson International Inc.

Jatawa, S. A. & Mohammed, M. A. (2021). Strategies for Improving Automobile Students’ Technical Skills Acquisition in Science and Technical Colleges in Yobe and Gombe State. International Journal of Innovative Social & Science Education Research 9(3):63-71.

Jyote, J., & Sharma, P. (2015). Impact of mentoring function on career development: Moderating role of mentoring culture and mentoring structure. Global Business Review, 16, 1–19. doi: 10.1177/0972150915581110

Koca, F. (2016). Motivation to Learn and Teacher–Student Relationship. Journal of International Education and Leadership, 6(2):1-20.

Lovelace, M. D., Reschly, A. L., Appleton, J. J., & Lutz, M. E. (2014). Concurrent and predictive validity of the student engagement instrument. Journal of Psychoeducational Assessment, 32(6), 509-520.

Marinica, B.V. & Negru Subtirica, O. (2020). Relationships between volunteering functions and vocational identity in emerging adult volunteers. Int. J. Educ. Vocat. Guid., 20, 591–611.

Ogbuanya, T. C., & Chukwuedo, S. O. (2017). Career-training mentorship intervention via the Dreyfus model: Implication for career behaviors and practical skills acquisition in vocational electronic technology. Journal of Vocational Behaviour, 103, 88-105.

Olelewe, C. J., Doherty, F. V., Orji, C. T., & Aneyo, I. (2021). Effects of innovative pedagogy integration in electrical installation and maintenance works in Enugu and Lagos states technical colleges. The International Journal of Electrical Engineering & Education, 0020720921997051.

Orji, C. T. (2015). Effect of problem based instructional strategy on achievement of students in electronic work in technical colleges in Enugu State. Master's Thesis, University of Nigeria, Nsukka.

Orji, C. T., & Ogbuanya, T. C. (2018). Assessing the effectiveness of problem-based and lecture-based learning environments on students’ achievements in electronic works. International Journal of Electrical Engineering Education, 55(4), 334-353.

Orji, C. T. (2021). Efficacy of problem-based learning on engagement and practical skills acquisition among electrical/electronic technology education students in universities in South-east Nigeria (Doctoral dissertation, Doctoral Thesis: University of Nigeria, Nsukka).

Orji, C. T., & Ogbuanya, T. C. (2022). Mediating roles of ability beliefs and intrinsic motivation in PBL and engagement in practical skills relations among electrical/electronic education undergraduates. Innovations in Education and Teaching International, 59(3), 334-353.

Porfeli, E.J., Lee, B., Vondracek, F.W. & Weigold, I.K. (2011). A multi dimensional measure of vocational identity status. J. Adolesc., 34, 853–871

Renn, R. W., Steinbaurer, R. Taylor, R. & Detwiler, D. (2014). School-to-work transition: Mentor career support and student career planning, job search intentions and self-defeating job search behaviour. Journal of Vocational Behaviour, 85, 422-432.

Scandura, T. A. (1992). Mentorship and career mobility: An empirical investigation. Journal of Organizational Behavior, 13, 169-174.

Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. The Journal of Higher Education, 68, 599-623

Tumba, I. & Shuaibu, H. (2016). Strategies for improving students’ acquisition of practical skills in electrical installation and maintenance work trade in technical colleges in Kano State. The International Journal of Engineering and Science, 5(10), 30-40.

Weigold, A., Weigold, I.K., Gregor, M.A. & Thornton, E.M. (2021). Factor structure of the Vocational Identity Status Assessment (VISA) in university, liberal arts, and community college students. J. Career Assess., 29, 355–373.

Zhang, A., Olelewe, C. J., Orji, C. T., Ibezim, N. E., Sunday, N. H., Obichukwu, P. U., & Okanazu, O. O. (2020). Effects of innovative and traditional teaching methods on technical college students’ achievement in computer craft practices. SAGE open, 10(4), 2158244020982986.

Refbacks

  • There are currently no refbacks.