technical proficiency

This study examined the usability of Information and Communications Technology (ICT) tools, teacher cognition regarding ICT integration, and students’ technical proficiency in Electrical Installation and Maintenance (EIM) among junior high school students in pasig. Specifically, it investigated how teachers use simulation software, computer-aided design (CAD) tools, and instructional videos/multimedia resources, the relationship between ICT usability and teacher cognition, and the influence of teacher demographics on these variables. A descriptive-correlational research design was employed, with data collected from 33 teacher-respondents through total enumeration, representing the entire available population of EIM educators in the selected schools. Statistical analyses, including means, standard deviations, t-tests, ANOVA, and pearson correlation, were used to interpret the results. Findings revealed that teachers extensively used instructional videos and multimedia resources, while simulation software and CAD tools were underutilized. Teacher cognition regarding ICT integration was generally high in multimedia resources but low for specialized CAD tools in terms of awareness, knowledge, and operational skills. Students demonstrated proficiency in wiring diagram accuracy and installation skills and were highly proficient in safety practices. Significant differences in ICT usability and teacher cognition were influenced by age, sex, grade level taught, and years of teaching experience, whereas students’ technical proficiency was not significantly affected by these demographic factors. Correlational analysis showed that simulation software, CAD tools, and multimedia resources positively influenced teacher cognition, while only instructional videos and multimedia resources significantly impacted students’ safety practices. Based on these findings, a blended ICT-based instructional framework was proposed, integrating simulation software, CAD tools, and multimedia resources with hands-on practice, assessment, and feedback to enhance both teacher competence and student technical proficiency. This study highlights the importance of ICT integration in technical education, emphasizing that teacher competence with ICT tools enhances instructional delivery, while practical application remains essential for developing students’ technical skills in EIM.

This exploratory cluster-randomized pilot study investigated the individual and combined effects of Video Self-Modeling (VSM) and preferred music during warm-up on physical, technical, and psychological performance following a nine-week shot-put learning program in secondary school students. Eighty students, nested within four intact classes, were allocated to four conditions at the class level (one class per condition): neutral self-talk with no music (control), VSM only, preferred music only (PM), and combined VSM plus preferred music (CVSMPM). Shot-put distance, technical execution, rating of perceived exertion, feeling scale, and situational motivation (SIMS) were assessed. Physical performance improved significantly in all groups. Because randomization occurred at the class level with a single class per condition, intervention and class-level effects cannot be statistically separated; results are reported as descriptive contrasts. Descriptive contrast analysis showed medium-to-large effect-size differences favoring the combined intervention over control on physical and technical performance at formative (0.79 < d < 1.50) and summative assessments (0.62 < d < 1.32). Feeling-scale scores increased with large-to-very-large effects in CVSMPM and PM (1.34 < d < 2.02), and situational motivation improved with medium-to-large effects in CVSMPM (0.87 < d < 1.69) and PM (0.79 < d < 1.21). CVSMPM showed the most consistent pattern of medium-to-large effect-size differences in motor skill acquisition, technical proficiency, and psychological engagement relative to the other conditions. Given the cluster design and exploratory analyses, these findings should be regarded as preliminary and hypothesis-generating.

این مطالعه مقدماتی به‌صورت خوشه‌ای و تصادفی‌شده، تأثیرات فردی و ترکیبی مدل‌سازی ویدیویی از خود (VSM) و موسیقی ترجیحی در حین گرم‌کردن را بر عملکرد جسمانی، فنی و روان‌شناختی پس از یک برنامه نه‌هفته‌ای آموزش پرتاب وزنه در دانش‌آموزان دبیرستانی بررسی کرد. هشتاد دانش‌آموز، که در چهار کلاس مجزا قرار داشتند، در سطح کلاس به چهار وضعیت تخصیص یافتند (هر کلاس یک وضعیت): گفتار درونی خنثی بدون موسیقی (گروه کنترل)، فقط VSM، فقط موسیقی ترجیحی (PM) و ترکیب VSM به‌علاوه موسیقی ترجیحی (CVSMPM). فاصله پرتاب وزنه، اجرای فنی، ارزیابی ادراک‌شده از تلاش، مقیاس احساس و انگیزش موقعیتی (SIMS) مورد ارزیابی قرار گرفت. عملکرد جسمانی در همه گروه‌ها به‌طور معناداری بهبود یافت. از آنجا که تصادفی‌سازی در سطح کلاس و با یک کلاس برای هر وضعیت انجام شد، تأثیرات مداخله و سطح کلاس از نظر آماری قابل تفکیک نیست؛ نتایج به‌صورت مقایسه‌های توصیفی گزارش شده‌اند. تحلیل مقایسه‌های توصیفی تفاوت‌هایی با اندازه اثر متوسط تا بزرگ را به نفع مداخله ترکیبی نسبت به گروه کنترل در عملکرد جسمانی و فنی در ارزیابی‌های تکوینی (0.79 < d < 1.50) و نهایی (0.62 < d < 1.32) نشان داد. امتیازات مقیاس احساس با اندازه اثر بزرگ تا بسیار بزرگ در گروه‌های CVSMPM و PM افزایش یافت (1.34 < d < 2.02) و انگیزش موقعیتی با اندازه اثر متوسط تا بزرگ در CVSMPM (0.87 < d < 1.69) و PM (0.79 < d < 1.21) بهبود یافت. گروه CVSMPM الگوی ثابتی از تفاوت‌های اندازه اثر متوسط تا بزرگ در اکتساب مهارت حرکتی، مهارت فنی و درگیری روان‌شناختی نسبت به سایر وضعیت‌ها نشان داد. با توجه به طراحی خوشه‌ای و تحلیل‌های اکتشافی، این یافته‌ها مقدماتی و فرضیه‌ساز تلقی می‌شوند.