Interaction of System Approach Model and Lesson Duration, Teachers’ Qualification on Students’ Competence in Technical Skills
The changes, complexity and demands at workplaces requires students to develop competence in
technical skills to fit into the current industrial world. This paper examines the effect of the use of
system approach model together with lesson duration and teachers’ qualification on ST3
students’ competence in technical skills. Eighty-nine (89) students participated in the study, out
of which 42 assigned to experimental group instructed by the system approach model and 47
assigned to the control group instructed by the traditional approach drawn through a purposive
sampling procedure. A well-structured 45-item multiple-choice question titled Competency in
Metalwork Trades (CMTs) was used for data collection. Mean, Standard Deviation and
Independents sample t-test, ANCOVA statistics using SPSS were employed to analyze the data.
The findings of the study indicated that a significant difference exists between the mean of
students’ achievement in the three aspects of metalwork trades measured to the advantage of the
experimental group. The interaction effect between treatment and lesson duration showed that
students taught 90mins (double periods) outperformed their counterpart taught in 45mins.
Interaction effect between treatment and teachers’ qualification showed a systematically equal
competence. These results lay evidence that the system approach model (SAM) is efficient in
producing competent technical skills graduates for survival in the society making it suitable for
teaching in developing nations such as Nigeria.