Navigating Remote Learning: A Student and Faculty Perspective on Skills Development in Technology Courses

Rowena P Capada

doi:10.17485/IJST/v16i42.977

Article

Navigating Remote Learning: A Student and Faculty Perspective on Skills Development in Technology Courses

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Indian Journal of Science and Technology

DOI: 10.17485/IJST/v16i42.977

Year: 2023, Volume: 16, Issue: 42, Pages: 3786-3794

Original Article

Navigating Remote Learning: A Student and Faculty Perspective on Skills Development in Technology Courses

Rowena P Capada^1*

¹Eastern Samar State University, Borongan, Eastern Samar, Philippines

*Corresponding Author
Email: [email protected]

Received Date:26 April 2023, Accepted Date:08 August 2023, Published Date:13 November 2023

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Objectives: This study aimed to evaluate the achievement of learning outcomes in four technical programs during remote learning. Methods: This study, conducted upon resumption of in-person classes, used a survey-based quantitative design to assess student's competence in four technology programs. The assessment involved 114 students and 16 faculty members, using a 5-point scale to determine competence levels. Statistical analyses compared and correlated perceptions, including a paired-sample t-test and Pearson correlation. Additionally, a qualitative approach gathered insights on remote learning challenges and best practices. Findings: The results indicate that students rate themselves higher than faculty regarding perceived competency levels in all four programs. However, the correlation between student and faculty ratings varies across programs. The study highlights the importance of continuous monitoring and improvement of the quality of education in remote learning environments. The study revealed that students' self-perceived competence levels were generally higher than faculty members' perceptions across all four technology programs: Automotive Technology, Drafting Technology, Electrical Technology, and Electronics Technology. The t-value of 5.7087 indicated a significant difference. However, a Pearson correlation coefficient 0.6011 suggested a moderately strong positive correlation between the ratings. Most students rated their competence moderately high in Drafting Technology and Automotive Technology courses, while faculty ratings varied from moderately low to moderately high. Electrical and Electronics Technology courses exhibited similar trends. These findings, unique in remote learning during the pandemic, underscore the influence of factors such as prior knowledge, resource availability, and exposure to technical drawing and relevant technologies on perceived competence levels. They also highlight the challenges posed by limited resource access, particularly in geographically isolated areas, adding valuable insights to existing reports on remote education. Novelty: This study uniquely juxtaposes students' self-perceived competencies with faculty perceptions across multiple technology courses, revealing critical insights for improving alignment and understanding in technology education.

Keywords: remote learning, student achievement, competency levels, technical programs, perceptions

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Copyright

© 2023 Capada. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Published By Indian Society for Education and Environment (iSee)