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International Letters of Social and Humanistic Sciences
Volume 32

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Medium of Instruction (L1 versus L2): Which is in Automobile Engineering?
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Medium of Instruction (L1 versus L2): Which is in Automobile Engineering?

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Abstract:

The main purpose of the study was to establish the effects of National language (L1) as supplement to English Language (L2) in teaching and learning Motor Vehicle Mechanics (MVM) Trade as a pre- requisite course for Automobile engineering training in Technical Colleges. This was because of the massive failures of students in the said subject compared to other related engineering courses. Four specific objectives were stated to guide the study. Four corresponding research questions and two hypotheses respectively were stated based on the objectives and were tested at 0.05 level of significance. The design of the study was Quasi experimental (None equivalent) design covering all Technical Colleges in the State that offers Motor Vehicle Mechanics (MVM) Trade. There was no sampling technique used. Twenty multiple choice objective questions were administered by the researcher and the research assistant after face and content validation. Test- Retest method was used to determine the reliability of the items. Data collected were analysed using mean, standard Deviation and t-test. The results showed that the students taught (MVM) Trade using L1 as supplement performed significantly better and had positive attitudes towards MVM trade than those taught using L2.

Info:

Periodical:
International Letters of Social and Humanistic Sciences (Volume 32)
Pages:
81-86
DOI:
https://doi.org/10.18052/www.scipress.com/ILSHS.32.81
Citation:
V. D. Medugu et al., "Medium of Instruction (L1 versus L2): Which is in Automobile Engineering?", International Letters of Social and Humanistic Sciences, Vol. 32, pp. 81-86, 2014
Online since:
June 2014
Authors:
Victor Dagala Medugu, Amirmudin bin Udin, Mohammad Zameri bin Saman
Keywords:
Attitude, Engineering, L1, L2, Performance
Export:
RIS, BibTeX, Text
Distribution:
Open Access

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

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