Dynamic Pedagogy for Effective Training of Youths in Cell Phone Maintenance

Abstract

The study determined dynamic pedagogies for effective training of youths in cell phone maintenance. The study was conducted in Enugu State of Nigeria. Four research questions were developed while four null hypotheses formulated were tested at 0.05 level of significance. A survey research design was adopted for the study. The population for the study was 62 which comprised of all the 46 lecturers and 16 instructors of electrical/electronic technology from two government universities in Enugu State. There was no sampling because of manageable size of the respondents. A structured questionnaire titled dynamic pedagogy structured questionnaire was used for collecting data. The instrument was validated by three experts. Cronbach alpha reliability method was adopted to determine the internal consistency of the questionnaire item; a cronbach alpha coefficient of 0.84 was obtained. Sixty two copies of the questionnaire were administered. Fifty nine copies of the questionnaire were retrieved and analyzed using mean while t-test was used to test the hypotheses of no significant difference at 0.05 level of significance. The study found that 13 dynamic pedagogies in planning, 12 pedagogies in implementing, 16 pedagogies in evaluating activities were required for training youths in cell phone maintenance and 11 motivational strategies were required by trainers for their effective performance in training the youths in cell phone maintenance. It was recommended that all the pedagogies determined in this study should utilized by trainers when training youths in cell phone maintenance. It was also recommended that trainers should be motivated using strategies identified in the study.

Keywords: Dynamic pedagogy, Training, Youths, Cell phone maintenance