EFFECTIVENESS OF INSTRUCTIONAL MODELS IN TEACHING AND LEARNING TECHNICAL SKILLS: A SYSTEMATIC REVIEW AND META-ANALYSIS

Abstract

Variety of instructional models for teaching and learning skills are in use today without any study jointly
investigating their effectiveness. This study critically reviewed the effectiveness of instructional models
in teaching and learning technical skills in TVET at technical colleges. Articles were searched
electronically, and only 16 randomly controlled trial articles based on certain search criteria were
included in the review out of which ten studies were used in the meta-analysis. Data were analyzed
using Review Manager 5.3 and heterogeneity estimated with Cochrane's χ2
test and I2
. The metaanalysis indicates a significant pooled effect size of (SMD =1.52, at 95%, CI = 3.34 – 8.67, p < .00001)
from the test scores in favour of the experimental group and a high sensitivity analysis reliability. The
result of the sub-items achievement test scores of the included studies shows a significantly positive
difference in all category tested. This paper implies that using instructional models in teaching and
learning improves students’ technical skills in TVET courses. Based on the study limitations, we
recommended that a review study on the interaction effect of instructional models and lesson duration,
teachers’ qualification on students’ achievement test scores be conducted.