TEACHING STRATEGIES OF BTVTED TEACHERS: FINDINGS

FROM A SYSTEMATIC REVIEW OF THE LITERATURE

INTRODUCTION
This section of the study presents the background of the
study. It also includes the concepts and theories in teaching
strategies.
BACKGROUND OF THE STUDY
Teaching strategies are just one component of an inclusive
strategic direction that teachers must define for their classroom
to make learning effective and successful. These determines the
direction and range of the teaching-learning course, and the ways
teaching and learning resources are configured to meet the needs
of the students. They are important to make the students to stay
interested and engaged in the learning process. Stone et al.,
(2010) and Saputra and Aziz (2014) defined teaching strategy as a
generalized or thoughtful plan for a lesson which includes
structure, instructional objectives and an outline of planned
tactics necessary to execute the strategies while Reiser and
Dempsey (2011) demarcated that teaching strategy is the key tool
in the instructional design.
Meanwhile, Issac (2010) Saputra and Aziz explicated that
teaching tactics are behavior of the teachers which they manifest
in the class, the development of the teaching strategies, giving
proper stimulus for timely responses, drilling the learnt
responses, increasing the responses by extra activities and so
on. In essence, teaching strategy is the generalized plan of the
whole lesson plan which consists of structure of teaching,
educational techniques, method or plan of classroom actions or
interactions intended to accomplish specific teaching and
learning goals. The definitions uphold the idea that teaching
strategies are important to make an efficient and productive
teaching and learning. These are used to help students to learn
the desired course contents and be able to develop achievable
goals in the future. Teaching strategies likewise allow the
students to bypass their areas of weaknesses and perform at the
level at which they are capable, and encourage them to become
more efficient and more effective learners.
With the given accounts, great emphasis has been laid on
quality teaching, and to achieve it, a review and study on the
teaching strategies have not faltered as teaching strategies are
inseparable to carrying out a lesson. As Raba (2017) said, the
world is developing every day, thus lecturers including teachers
use a variety of teaching strategies to choose the best for the
topic they are going to teach and they should continually develop
their teaching strategies to match with the existing condition.
Also, Raba (1995) acknowledged that vocational educators have
been successful in developing student competencies using various
teaching strategies. Thus, researches on teaching strategies in
technical education or Bachelor of Technical Vocational Education
(BTVTEd) that ranged from qualitative to quantitative have been
conducted and have highlighted the importance and role of
teaching strategies, effective teaching strategies, the effects
and advantages of teaching strategies on the teaching of lessons.
FGN (2013) highlighted that technical teachers should adopt
instructional approach that enhances academic achievement of
technical college students. Similarly, Dar-Chin et al. (2006)
explained that technical and vocational education help students
develop their business abilities through learning; therefore, the
teaching approaches and strategies in technical and vocational
subjects should give more emphasis on the inspiration and
flexibility, adaptability and future needs of businesses.
To name these studies, Casinillo and Guarte (2018) revealed
that vocational teachers and academic teachers use computer
assisted lessons, peer tutoring, modeling and demonstration, oral
recitation and reporting, and group work, and lecture with
laboratory. Ahmad and Latib (2015) found out that teachers
teaching technical and vocational programs prefer using
demonstration with questioning technique during introduction
session. They demonstrated with written procedure followed by
oral questioning techniques to help students participate actively
during lessons and provide an opportunity for students to express
their ideas and thoughts.
To add, Ahmad and Latib (2014) revealed that the instructors
in the technical vocational colleges are equipped with the
traditional teaching methods, discussions methods, case studies,
program instructions, role play, demonstration, experiments and
educational field trip among others. In lecturing, there is too
little scope for negotiation and construction of meaning thus
students tend to become passive rather than active participants
in the teaching and learning process. The strategy is also found
to be teacher centered and does not help develop important skills
such as communication skills, interpersonal skills, persuasive
skills, creativity skills, problem solving skills and all other
skills that would make them better citizens. Similarly, Alseddiqi
et. al, (2010) in Bernz (n.d.) postulated that the teaching and
learning processes in technical and vocational education is still
conducted using traditional way without injecting new approaches
by the teachers which is actually depriving the students from
learning the right skills needed for self-employment.
Moreover, Eze and Osuyi (2018), Eze, Ezenwafor and Obidile
(2016), Ndinechi and Obidile (2010) and Tella (2010) revealed
that the conventional lecture method is the most commonly used
method of teaching in most technical vocational colleges. They
revealed that the lecture method allows the technical-vocational
teacher to take a large number of students at a time, disseminate
large quantity of information to the students in a short period
of time and saves their time and energy. On the other hand, Eze
and Osuyi said that lecture method is a teacher-centered method
and does not challenge the teacher’s ability. For example, the
teachers could be ill prepared, presentation could be dull and
less challenging, teacher may not create the opportunity for
creativity and self-discovery for learners to rationalize and
explore knowledge. Furthermore, the method does not promote
excellence and hard work and it could lead to failure. In brief,
lecture as a teaching strategy pre-supposes that the teacher is
an embodiment of knowledge and that the learner is blank.
On the other hand, Wheelahan (2010) exposed that learning by
doing is characteristically the way in which vocational pedagogy
can be described while Ogwo and Orangu (2006) found out that
demonstration is the most widely used instructional method for
the acquisition of practical skills as it involves verbal and
practical illustrations of a given procedure. This method is seen
to be highly effective because it involves active participation
of the students. Similarly, Ugwuanyi (1998) indicated that
students taught with demonstration performed significantly better
than those taught with inquiry method. Okotubu (2020) likewise
revealed that demonstration teaching strategy helps technical-
vocational students to obtain higher academic achievement and
knowledge retention than conventional teaching method. This means
that demonstration teaching method is an effective method for
improving students’ academic achievement and knowledge retention
in auto mechanics technology and therefore should be adopted in
the teaching and learning of auto mechanics technology. Hence,
Daluba (2013), Vincent and Akpan (2014), Amaechi and Thompson
(2016) as well as Osuyi and Ainetor (2018) recommended that
demonstration teaching method should be used for teaching within
technical-vocational education community. Moreover, Rau et al.
(2006) suggested that in the era of knowledge based economy,
teachers should use problem-based learning as one of their
teaching strategies to develop students’ creativity and various
abilities to meet the needs of businesses, society and individual
career development.

With the above salient findings on teaching strategies, this

study sought to review profoundly the teaching strategies of
teachers in teaching Bachelor of Technical Vocational Teacher
Education (BTVTEd) since it was deemed that technical education
should prepare students for their future career life by providing
them with competences required in particular occupations or on
the labor market. BTVTEd is a program that inculcates in students
a deep understanding of the teaching and learning principles and
theories needed in teaching technical-vocational courses like
Food and Service Management, Automotive, Electrical, Civil, and
Drafting Technology, and other courses. It also aims to equip
students with a strong theoretical understanding of teaching and
technology, thus it was recognized that teaching strategies in
BTVTEd be studied or reviewed in order to meet the needs of the
students and deliver effectively the essential contents.
Teaching strategies in BTVTED are highly recognized as
important as these facilitate the learning of the students, gain
their attention, support the learning content and provide
opportunity for students to practice and develop their level of
understanding. Moreover, the importance of teaching strategies of
teachers teaching BTVTED allow the students to gain the
capability to make meaningful connections between concepts
learned in class and real life situations and have the
opportunity to demonstrate their knowledge and course correctly.
Hence, this study aimed at conducting systematic literature
review to identify any gaps in current researches on teaching
strategies of teachers of BTVTEd to put forward possible areas
for further investigation and propose teaching strategies that
cope with the current trends of teaching and learning in
technical-vocational education programs.

METHOD

This study used a systematic literature review which

identifies, selects and critically appraises research in order to
answer a clearly formulated question (Dewey & Drahota, 2016).
Literature review is a comprehensive, transparent search
conducted over multiple databases and grey literature that can be
replicated and reproduced by other researchers. It involves
planning a well thought out search strategy which has a specific
focus or answers on a defined question. The review identifies the
type of information searched, reviewed and reported within known
timeframes. Authors create criteria for deciding on which
evidence is included or excluded before starting the systematic
review. This helps reduce the risk of bias and makes its findings
more reliable. Systematic reviews should clearly state objectives
with an explicit and reproducible methodology; attempt to
identify all studies that meet the eligibility criteria through a
detailed search strategy; assess the validity of the findings of
the included studies; and synthesize the studies' findings in a
systematic way (Moher, 2009). Hence, this study prepared and
followed a clearly defined plan where the criteria were clearly
stated before the review was conducted to be able to collect
dependable and all existing evidence and relevant literature on
the effectiveness of teaching strategies used by BTVTED teachers.

In addition, systematic review methodology employs the same

principles and rigor required in primary research. Thus, it is
deemed that using literature review in determining the teaching
strategies of the BTVTED teachers is appropriate to be able to
determine, highlight and enhance the teaching strategies, and be
able to put forward and adopt other possible teaching strategies
that could be employed on the teaching of the BTVTED subjects.
Moreover, the importance and the rigidity of systematic
literature in delivering a clear and comprehensive overview of
available evidence on BTVTED teacher’s teaching strategies,
refining knowledge and developing new research ideas pertinent to
the teaching strategies of BTVTED Teachers, and gaining critical
skills in synthesizing the existing literature were highly
recognized. As Pubrica (2019) pointed out, systematic literature
review adds value to the legitimacy of the research in many ways,
provides the interpretation of existing literature in light of
updated developments in the field to help in establishing the
consistency in knowledge and relevancy of existing materials, it
helps in calculating the impact of the latest information in the
field by mapping their progress of knowledge; and it brings out
the dialects of contradictions between various thoughts within
the field to establish facts.

Pubrica added that the research gaps scrutinized initially

are further explored to establish the latest facts of theories to
add value to the field; indicates the current research place in
the schema of a particular field; provides information for
relevancy and coherency to check the research; apart from
elucidating the continuance of knowledge, it also points out
areas that require further investigation and thus aid as a
starting point of any future research; justifies the research and
sets up the research question; sets up a theoretical framework
comprising the concepts and theories of the research upon which
its success can be judged; helps to adopt a more appropriate
methodology for the research by examining the strengths and
weaknesses of existing research in the same field; increases the
significance of the results by comparing it with the existing
literature; the more the reference of relevant sources of it
could increase more of its trustworthiness with the readers;
helps to evaluate, condense and synthesize gist in the author’s
own words to sharpen the research focus; helps to compare and
contrast to  show the originality and uniqueness of the research
than that of the existing other researches; rationalizes the need
for conducting the particular research in a specified field; and
helps to collect data accurately for allowing any new methodology
of research than the existing ones.

To be able to meet the aims of this study, a thorough search

strategy involved multiple databases, registries, sources of grey
literature on teaching strategies of the BTVTED teachers was the
first step done. The search process was based on the eligibility
criteria that were established before the process of identifying,
locating, and retrieving the research needed to address the
problem of evidence-based practice started. The eligibility
criteria specified which studies will be included and which will
be excluded from the systematic review; however, the criteria
were subjected for possible changes as the systematic review
progressed through the early stages of the process, some of the
criteria were fundamental to collecting a rigorous and defensible
set of data for the review (Meline, 2006). The criteria used for
including and excluding studies formed the operational definition
of the problem (Abrami, Cohen, & d’Apollonia, 1988), and they
provided a clear guideline as to the standards of research that
were used in determining the researches that were included in the
review. The eligibility criteria were applied in the beginning to
ensure that relevant studies were included and no study was
excluded without thorough evaluation. Critical evaluation
approach aims to include studies that meet some high
methodological standard of quality (Slavins, 1987 cited in
Meline, 2006), thus the inclusion criteria were not too broad and
not too strict. Lam and Kennedy (2005) stated that if the
inclusion criteria are too broad, poor quality studies may be
included, lowering the confidence in the final result. If the
criteria are too strict, the results are based on fewer studies
and may not be generalizable. Hence, the specific inclusion and
exclusion criteria were identified by the researchers in the
process of retrieving the available data from the databases.

The following keywords were used in retrieving data:

teaching strategies in teaching technical courses and BTVED
program. Only 20 papers met the following initial inclusion and
exclusion criteria. Hence, more relevant researches may possibly
undergo for review which could be included in this study.

Parameters:

CRITERIA INCLUSION EXCLUSION

Topic Technical and BTVTED All non-related to
teaching strategies BTVTED/technical
teaching strategies
Keyword teaching strategies All non-related to
in teaching BTVTED teaching
technical courses strategies
and BTVED program,
Geographic Location Studies from any
 geographical
location
Document Type Previous Researches Researches that are
using quantitative, not accessible
and qualitative
methods of analysis
(to describe
patterns or themes
raised by
participants)
seeking to
understand the
participants’
experience through
direct observation,
interview, and
description of the
learning processes
and management
experiences of the
participants. This
includes original
qualitative studies
or studies involving
secondary
qualitative analysis
of qualitative data,
and a qualitative
study as part of a
mixed methods study.

May also consider

 grey literature /
not published in a
peer reviewed
journal.
Dissertations, and
commentary articles
written to convey
opinion or stimulate
research or
discussion with no
research component.
Publication date 2000 to present lower than 2000
Types of BTVTED teachers, Non BTVTED/technical
Participants technical teachers; teachers and
Technical/BTVTED students
students
Language English Non- English

The main consideration in the selection of researches as

included in the inclusion criteria are researches that include
original qualitative and quantitative studies. These were counted
in due to the difficulty of gaining access to databases. It could
have been finer if the researches from valid publications or
those that have undergone a peer review process were included.
After ensuring that the research articles meet the above
cited criteria, the quality of the papers were further evaluated
for the selection of the final papers to be included in the
review identified. At this phase, the criteria used in
evaluating a scientific paper were considered. The papers should
have at least the generally accepted structure of a scientific
paper sectioned as: introduction, methods, results/findings and
discussions (Sharp, 2002).
Research Questions
 To be able to achieve the aim of this study, research
questions were crafted as one of the most important part of the
systematic review. The following review questions were targeted
in the study: What is the research problem of the article? What
was the objective of the study? What research approach, method
and design were employed in the conduct of the study? What were
the variables that were included in the study? What were the
major constructs that were dealt with in the study? What were the
key or salient findings of the study? What were the
recommendations for further investigation given by the study?
What were the limitations of the study?
Treatment of the Data
A repertory grid was used to plot the research question, the
repertory grid is an interviewing technique which uses
nonparametric factor analysis to determine an idiographic measure
of personality (Kelly, 1955). The data contained in a repertory
grid are highly structured (Xiangmin & Chignell, 2001) and
researchers can create maps or diagrams from this structured
analysis in a simple and straightforward manner (Verlinden &
Coenders, 2000). Hence, the researchers used repertory grid
technique because it is a useful and powerful method for
analyzing the needed data. However, though the data in the study
do not consist of the personal constructs but rather the
different answers to the research questions, these data were
analyzed to be able to identify the gaps in the researches that
were conducted. These gaps were thematically analyzed and were
coded according to areas of concerns.
Results
Coverage
There were ten (20) literature included in the study. The
table below shows the locale of the studies. The study’s location
is an important part of the research since it shows how many
studies were conducted in the region about the different teaching
strategies used by Automotive Teachers.
Country No. of
Studies
Malaysia 4
Palestine 1
Philippines 1
Indonesia 3
California 1
Turkey 2
Nigeria 3
Ames, Iowa 1
Colorado USA 1
Netherlands 1
Florida 1
Poland 1
Columbia 1

Many studies in this field have been published in Malaysia

(Adnan Ahmad and Nadia Ab Latin, 2014)( Norul Husna Ibrahim,
2014)( Jailani Md Yunos, Ganefri, Maizam Alias, Marina Ibrahim,
Lee Ming Foong, Tee Tze Kiong, Siti Nur Kamariah, Faizal Amin Nur
Yunus, Junita Sulaiman, and Sri Sumarwati, 2020)( Nor Fadila
Amin, Muhammad Sukri Saud, Yusri Kamin, Azlan Latib and Nurul Ida
Mohd. Azmi, 2015). There are also researches in Palestine (Ahmed
Awad Amin Mahmoud Raba, 2017); Philippines (Leomarich F.
Casinillo & Jacqueline M. Guarte, 2018); Indonesia (Dwi
Widjanarko, Herminarto Sofyan, Herman Dwi Surjono, 2016)( Ajat
Sudrajat, Dyah Kumalasari , and Danu Eko Agustinova , 2013)( Tri
Cahya Ningrum, 2020); California (Frederick Ernest Franke, 1995);
Turkey (Sarıkaya Erdem, Y., & Yıldırım, A. ,2019; Sezgin Ersoya ,
Haluk Küçük, 2010); Colorado, USA (Nor Lisa Sulaiman, 2014);
Netherlands (G. M. Fix , H. T. M. Ritzen, J. M. Pieters and W. A.
J. M. Kuiper, 2019); Florida (Edward C. Fletcher Jr., Yenni
Djajalaksana, and James Eison, 2012); Poland(H. Noga, 2014);
Columbia (Dr. B.N. Kumar, MD, PhD, 2014); and in Nigeria
(Amadike Okechukwu, Agwi Vincent, 2019; Thomas, C. Godstime,
Amaechi, O. Joseph, 2016)( UDEME TIMOTHY AKPAN, 2006)

Areas of Concern

The repertory grid was filled with the answers to the

research questions. Related areas of concern were deduced and
coded for the purpose of identifying differences. The study’s
areas of concern are listed in Table 1.

Areas of concern Article

Applying and analyzing the Sezgin Ersoya and
effectiveness and differences of Haluk Küçüka, (2010).
teaching strategies, ENGR. AMAECHI, O.
methodologies, and practical JOSEPH and THOMAS, C.
skills of BTVTEd teachers to GODSTIME, (2016).
students. Sarıkaya Erdem, Yelda
and Yıldırım, Ali,
(2019). Leomarich F.
Casinillo and
Jacqueline M. Guarte ,
(2018). Ahmed Awad
Amin Mahmoud Raba,
(2017). G. M. Fix, H.
T. M. Ritzen, J. M.
Pieters and W. A. J.
M. Kuiper, (2019). Nor
 Lisa Sulaiman, (2012).
Jailani Md Yunos,
Ganefri, Maizam Alias,
Marina Ibrahim, Lee
Ming Foong, Tee Tze
Kiong, Siti Nur. Adnan
Ahmada and Nadia Ab
Latiba, (2015). H.
Noga, (2014).
Explain and Integrate critical Agwi Vincent .I.A. and
thinking skill in the different Amadike Okechukwu
instructional strategies for Ph.D, (2019). UDEME
BTVTEd teachers to enhance TIMOTHY AKPAN, (2006).
technical and academic Edward C. Fletcher
performance. Jr., Yenni
Djajalaksana, and
James Eison, (2012).
Ajat Sudrajat, Dyah
Kumalasari, Danu Eko
Agustinova , (2013).
Tri Cahya Ningrum,
(2020). Dr. B.N.
Kumar, MD, PhD,
(2014). Nor Fadila
Amin, Muhammad Sukri
Saud, Yusri Kamin,
Azlan Latib and Nurul
Ida Mohd. Azmi,
(2015).
The use of multimedia of technical Dwi Widjanarko,
vocational teachers in teaching Herminarto Sofyan, and
and learning process. Herman Dwi Surjono,
 (2016).

Design

Eight of the studies employed the quantitative approach in

answering their research problems. Five of the researches used
qualitative approach. However, 2 studies used case study and the
remaining 3 studies used observation, mixed method, and quasi-
experimental design.
Eight of the studies mentioned their suggestions for further
study and development, while the other did not. Meanwhile, the
limitations of these studies were not specified specifically.

RESULTS AND DISCUSSION

Researchers define teaching strategies in different ways.
Herrell and Jordan (2004) teaching strategies are “the approaches
that can be used across curricular areas to support the learning
of students” Wandberg and Rohwer (2010: p.164) define teaching
strategies “to refer to the structure, system, methods,
techniques, procedures, and process that a teacher uses during
instruction. These are strategies the teacher employs to assist
students learning”. In addition, teaching strategies are the
strategies that teachers can use alone or with others. These
strategies must suit the needs of the principal and the teacher
and must be appropriate for the students’ needs and abilities
(Picard, 2004).

What are the Types of Teaching Strategies? Some researchers

divided teaching strategies into traditional and Non-traditional
strategies (Nabors et al, 2012), whereas others said that
teaching strategies should take into consideration the four
language domains which are: reading, writing, listening and
speaking. (Wandberg & Rohwer, 2010)
For instance, Raba (2017) revealed that there is a positive
impact of effective teaching strategies on producing good and
fast learning outcomes. Similarly, Zohud (2015) and Pearson
(2014) found out that there is a positive role of teaching
strategies on student’s engagement to learn and achievement.
Meanwhile, Shinn (1997) revealed that the most effective teaching
methods and tools included the use of laboratories,
demonstrations, contests, real objects, discussion and supervised
experience while Gosser (2015) identified peer led instruction as
a teaching strategy that improves student learning due to small
peer groups engaging in course material and problem solving.
Also, Kangu (2015) exposed that learner-centered teaching method
was the best method whereas charts videos and computer resources
had not been adequately utilized. Rios (2017) recognized that
different teaching methods impact recitation while Pearson (2014)
indicated that teachers mostly utilize research based
instructional strategies such as practice on a specific skill,
vocabulary, and checking for understanding and they use
technology to aid in their instruction. On the other hand,
Sithole (2011) indicated that not all of the teaching strategies
and assessment methods utilized by the educators are appropriate
and conducive for the stimulation of critical thinking skills.
Demonstration teaching strategy provides a multi-sensory
means to describe a concept, idea, or product that may otherwise
be difficult to grasp by verbal description alone (Cabibihan,
2013). The act of demonstrating readily helps to ignite more
natural interactions between the students and the teacher. In
demonstration teaching method (Dorgu, 2015). Demonstration is
useful mostly in imparting psychomotor skills and lessons that
require practical knowledge. It is a strategy of teaching
concepts, principles of real things by combining explanation with
handling or manipulation of real things, materials or equipment
(Akinbobola & Ikitde, 2011).

Ogwo and Orano (2006) affirmed that demonstration teaching

strategy links explanation with practice. It is a method of
teaching concepts, principles or real things by combining
explanation with handling or manipulation of real things,
equipment or materials. Demonstration strategy is the most widely
used instructional method for the acquisition of practical skills
as it involves verbal and practical illustrations of a given
procedure. This method is seen to be highly effective because it
involves active participation of the students.

According to the researchers, teachers may use demonstration

to support their explanations and scaffold the students
understanding. For example, when teaching about automotive-wiring
installation, a demonstration could develop students observations
on how to perform wiring installation of a vehicle devices. In
addition, during demonstration the clear language should be used
so that pupils may understand concept easily. The students should
also able to question teachers in order to remove their
difficulties. Using demonstration as a teaching strategy in
BTVTED or TTED should be planned and prepared so that the lesson
will be made more effective and understandable.

The importance of this demonstration method is to provide

students with experiences of real events, phenomena and
processes, helping them learn. Demonstration method can help
students carry out their own practical work more effectively.
Traditional and Non-traditional teaching strategies
Teaching strategies can be divided into two types: Traditional
and Non- traditional strategies.
a. Traditional Strategies
Lecturing is considered a traditional strategy because the
teachers talk most of the time, while the students only listen.
This means that students are passive learners (Cashin, 2010).
Teachers prefer to use lecturing strategy because it provides a
large amount of information in a short time (Kalmakis et al.,
2010; Scheckel, 2009; Williams & Calvillo, 2002 (as cited in
Nabors et al,2012). Students also prefer lectures strategy
because they like to be passive, since they feel familiar and
comfortable (Diekelmann, Swenson, & Sims, 2005).
b. Non-Traditional Strategies.
Non-teaching strategies refer to active learning strategies
in which students are active in the learning process and are
engaged to learn. Prince (as cited in Nabors et al, 2012, Paulson
& Faust, 1998) stated that active learning is not just a
transmission of information, but focuses on developing learners'
skills and increasing students' attention in the classroom. The
techniques that teachers use promote creative thinking, student’s
involvement and develop problem solving skills. Some of the
active strategies are discussion, group work, lecture, case
studies, concept analysis, games, and concept mapping. Lecture
strategy can also be considered non- traditional if the teachers
use active strategies with them such as asking questions
throughout the lecture.
Lecture method is the oldest method of teaching.  This
method refers to the explanation of the topic to the students.
This method is useful in large classes, but it also has some
limitations. This method makes the students passive listeners.
There is very little scope for students activity. Though this
method has much limitation but still it is the most used method.
The lecture method can be made effective by using following
points matter should be arranged properly. Teacher should have
process in between the lesson. These should be abundant
repetition of the topic. The teacher should encourage the
students to ask questions teaching aids should also be used to
make the lecture effective.

According to Bligh, 2000 saiid that lectures can efficiently

disseminate foundational knowledge.that Instructors can use
lectures to help students easily acquire knowledge of terms,
basic facts, and simple concepts. Lectures are as effective, but
not more effective, than other methods in transmitting simple
information.Lectures can demonstrate academic skills, methods,
and dispositions.Lecture method can be a way to model attitudes
and behaviors the instructor values, such as careful weighing of
evidence, presentation of argument and counterargument, and
demonstration of how the subject has personal meaning.

Lectures method are one of the most common teaching methods

in BTVTEd education. It has been suggested that teachingmethods
that enhance engagement and encourage self-directed learning can
be effective in delivering core knowledge and explaining
difficult concepts (process, theory,defenation)  leading to
increased learning . Lectures method were perceived by the
students as the most and common effective method used, yet
involving students actively within the lecture time was regarded
as a more effective learning tool .Most of the time lectures have
the advantage of sharing information with a large number of
students and it can be effective in transmitting factual
information.
 The automotive multimedia developed in this research can
facilitate all automotive systems needed by the students of
Bachelor of Technical Vocational Teacher Education. The
multimedia contains basic power conversion system service and
maintenance, internal combustion engine servicing, repair
maintenance overhaul. Each system presented covers fundamentals,
components and their functions, circuits, operation of each
component, system operation in animation forms, exercises, and
evaluations.

Multimedia technology adds new dimension to learning

experiences because the concepts are easier to be presented and
comprehended when the words are complemented with images and
animations. Stating further that it has been established that
learners retain more when more of senses are engaged in the
learning process – the intensity of the experience aids retention
and recall by engaging social, emotional and intellectual senses.

The media which is used in learning allows the student to

get wider and more complete learning experience. The wideness of
material that has been gotten by the student will sprout a new
interest in learning. The concept that is explained by the media
can be served in a recreational and interesting way. Teaching
media has an important role as a component in learning system.
Without media, the communication won’t work well. Teaching media
is an integrative part from teaching system. One of the ways to
overcome the burden of the communication process is the teaching
media. Because of that, knowledge about teaching media is very
important to be known and understood by all people who are
involved directly or inderectly with the teaching.
The automotive multimedia was applied in teaching and
learning processes to improve students’ competency. The data of
mastery improvement were collected through experiment using one-
group pretest-posttest design. Pretest and posttest were
administered when the field testing was carried out. In the
preliminary field testing, the pretest was administered before
the multimedia teaching and learning process and posttest was
administered after the multimedia teaching and learning process.
Based on the data, it can be seen that the students’ mastery of
automotive electrical systems before and after the application of
the multimedia increases. The pretest average score is 58.34 and
the posttest average score is 76.14, so the improvement of the
average score is 17.80 points, or it creates an increase up to
32.55%.

The data result shows that there is an improvement in the

mastery of the students. After administering the use of
multimedia it shows that there is an increase in the performance
of students, not only to the written aspect but also with the
hands-on application mastery.

Therefore, based on the research findings, the developed

automotive multimedia can be used as an instructional multimedia
for teachers and as a learning tool for students to learn
automotive system easily.

Multimedia contents helps to vary and enhance the learning

process, and leads to better knowledge retention. Using
educational video can provide more opportunities for students to
engage with the content of the lesson. For example in a large
number of class, you may use a video to ensure that all students
are engaging in a topic.

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