The Moderating Role of Teaching Methods in the Relationship Between Technical Skills Life Skills and Attitude on Studets Academic Performance in Competency-Based Training / Pengiran Mohammad Hassan bin Pengiran Haji Abdul Rahman
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TextPublication details: Bandar Seri Begawan : Universiti Teknologi Brunei, ©2023. Description: xii, 257 pages : charts, photos ; 30 cmSubject(s): -- Thesis Universiti Teknologi Brunei | -- Final Year Report Universiti Teknologi Brunei | Techinical Education -- Teaching methods | Competency -- Based education | Vocational education -- BruneiOther classification: UTB 120 REPORT THESIS & DISSERTATION Dissertation note: Thesis (PHD) - Universiti Teknologi Brunei, 2023
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Thesis Submitted in Fulfillment of the Requirements for the degree of Doctor of Philosophy
ABSTRACT
Competency-based training (CBT) is the leading pattern for innovating technical and vocational education and training (TVET). Many studies have shown that attitude, knowledge/skills acquisition and teaching methods are important for students' success.
However, ineffective or inconsistent teaching methods may reduce the capacity of
students to internalize and demonstrate the competencies embedded in CBT curricula.
The assumption that competency development occurs naturally through structured content delivery fails to acknowledge the critical role of pedagogy. Similarly, Brunei's TVET graduates were also reported to lack technical skills and life skills. This study explores the implementation of CBT in a technical and vocational institute (TVI) in Brunei, focusing on teaching and learning practices and their impact on student performance. A quantitative research methodology was employed, and the study sample consists of 194 engineering students undergoing training at one of the schools in the TVI in Brunei. The purposive sampling method was used for the purpose of comprehensive sample representation. The structural equation modelling (SEM) results indicated that
technical skills (B = 0.425, p = 0.001) significantly influenced academic performance.
This suggests that students who perceived that they had acquired the required technical skills reported higher levels of academic achievement. In contrast, other predictors such
as attitude (B= -0.131, p=0.411), life skills (B= -0.201, p = 0.198), and teaching method
(B = 0.102, p = 0.527) did not exhibit significant effects on academic performance. The
interaction terms between teaching method and each of these variables were statistically insignificant, with p-values well above 0.05. Therefore, the teaching method does not act as a significant moderator in these relationships. For curriculum development, the model suggests that simply embedding technical and life skills into the curriculum is not sufficient if the instructional delivery is weak. Curriculum designers should therefore ensure that learning objectives are supported by instructional approaches that promote competency demonstration and application.
Thesis (PHD) - Universiti Teknologi Brunei, 2023
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