Design and evaluate a blended learning model for technical skills development

Thesis Abstract

The rapid advancement of technology and the evolving demands of the industrial sector necessitate innovative approaches to technical skills development in vocational and technical education. Traditional face-to-face training methods often fall short in accommodating diverse learner needs and limited access to resources, thereby impeding the effective acquisition of practical competencies essential for contemporary technical careers. This study aims to design, implement, and evaluate a comprehensive blended learning model tailored to enhance technical skills development among technical education students. The specific objectives are to identify the pedagogical components most effective in blended technical education, develop an integrated model incorporating digital and hands-on training, and assess its impact on learners’ skill acquisition, motivation, and competency retention. Employing a mixed-methods research design, the study involved a quasi-experimental approach complemented by qualitative insights. The population comprised 200 technical education students enrolled in advanced manufacturing and electronics courses at a polytechnic institute. A stratified random sampling technique selected 120 students, divided equally into experimental and control groups. The experimental group engaged with the designed blended learning model, which integrated online theoretical modules, virtual simulations, and hands-on laboratory sessions, while the control group followed the conventional curriculum. Data collection instruments included standardized technical skill assessments, Likert-scale questionnaires measuring motivation and engagement, and semi-structured interview guides for qualitative insights. The validity and reliability of quantitative instruments were established through pilot testing, with Cronbach’s alpha coefficients exceeding 0.85, while qualitative data were subjected to thematic analysis. Data analysis involved descriptive statistics (means, standard deviations) and inferential procedures such as Analysis of Covariance (ANCOVA) to compare pre- and post-intervention skill levels, along with thematic analysis for interview transcripts to explore contextual factors influencing learning outcomes. Additionally, multiple regression analysis was employed to ascertain predictors of skill improvement, emphasizing variables such as engagement levels and pedagogical features of the model. Theoretical frameworks underpinning the study include the Technological Pedagogical Content Knowledge (TPACK) model and constructivist learning theory, which guide the integration of digital tools with practical applications. Expected results indicate that students exposed to the blended learning model will demonstrate significantly higher gains in technical skills, motivation, and retention compared to their counterparts in the traditional setup. The integration of digital simulations and flexible online modules is anticipated to foster greater learner engagement, enhanced practical understanding, and improved self-directed learning behaviors. These findings could substantiate the efficacy of blended learning approaches within technical education, addressing existing gaps related to resource accessibility and diverse learning preferences. The study’s contribution to knowledge lies in the development of a validated, replicable model that merges pedagogical best practices with innovative digital tools tailored for technical skill enhancement. The main conclusion emphasizes that properly designed blended learning models can markedly improve technical skills acquisition and motivation among students, thus preparing them more effectively for STEM careers. Recommendations include adopting the model across similar technical curricula, investing in digital infrastructure, and training educators in blended pedagogies. Further research should explore long-term retention effects, scalability of the model across different vocational settings, and its applicability to other technical disciplines. Overall, this study provides empirical evidence and practical guidelines for incorporating blended learning strategies into technical education to meet the demands of the fourth industrial revolution.