000			03674nam a2200289 4500
008			260505t2023 bx dao|g m||| 00| 0 eng d
040			_aUniversiti Teknologi Brunei _beng _cUTB
084			_aUTB 120 REPORT THESIS & DISSERTATION _bRTDS 432
100	1		_aPengiran Mohammad Hassan bin Pengiran Haji Abdul Rahman, _eauthor.
245	1	0	_aThe Moderating Role of Teaching Methods in the Relationship Between Technical Skills Life Skills and Attitude on Studets Academic Performance in Competency-Based Training / _cPengiran Mohammad Hassan bin Pengiran Haji Abdul Rahman
260			_aBandar Seri Begawan : _bUniversiti Teknologi Brunei, _c©2023.
300			_axii, 257 pages : _bcharts, photos ; _c30 cm
500			_aThesis Submitted in Fulfillment of the Requirements for the degree of Doctor of Philosophy
500			_aABSTRACT 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.
502			_aThesis (PHD) - Universiti Teknologi Brunei, 2023
610		4	_vThesis _aUniversiti Teknologi Brunei
610		4	_vFinal Year Report _aUniversiti Teknologi Brunei
650		4	_aTechinical Education _xTeaching methods
650		4	_aCompetency _xBased education
650		4	_aVocational education _zBrunei
700	1		_aYueh, Lee Kok, _eSupervisor. _cDr.
700	1		_aSharina Yunos, _cDr.
942			_2lc _n0 _cRTDS
998			_eReports, Thesis & Dissertation _s850659 : 002485 c.1_UTB _xUniversiti Teknologi Brunei
999			_c24057 _d24057