Industrial Technology Instructions at the Pangasinan State University

Abstract

Because of the coordinated machinery of its colleges, a college education is regarded as an important catalyst of transformation. Education must address the main issues that occur as a result of these ongoing reforms. Educational structures must be rebuilt, and educational development must be quantitatively rebuilt to achieve outcomes on a large scale to face the demands of the times. This research aims to survey industrial technology, specifically in electronics technology instruction at Pangasinan State University (PSU), and its implications for ability growth, specifically to determine the level of achievement of the course content in Electronics subjects, the degree of effectiveness of the strategies used in skills development and instruction, and, the level of adequacy of instructional materials used in developing skills development in electronics instruction, the severity of the problems experienced in acquiring skills development in electronics and instruction, and the extent to which remedial steps are needed to minimize the problems encountered in acquiring skills development in electronics and instruction. The descriptive normative survey approach was used in the analysis. The questionnaire checklist, informal interview, and observation methods were used to collect data for this report, which was circulated to PSU freshmen and sophomores. The t-test regression analysis was used to assess if there was a substantial disparity in the expectations of freshmen and sophomores. The study's key results were that sophomores greatly outperformed freshmen in terms of course material in Electronics; The efficacy of the other methods was slightly higher among sophomores than among freshmen, and the degree of adequacy of the instructional materials used in skill creation in Electronics was reasonably adequate; the degree of adequacy of instructional materials on freshmen was not significantly higher than on sophomores in using it as a means of skill growth in Electronics, indicating that it is not important. The various difficulties faced in learning skills in Electronics Instruction are important; finally, sophomores performed slightly higher than freshmen when evaluating the above remedial steps. It was suggested that teachers recognize students' level of accomplishment in studying the course contents of Electronics Instruction; instructors should use a variety of techniques when teaching Electronics and should not go above the students' literacy stage. Electronics can be taught using a variety of educational resources; the teacher should pursue a solution to the problems experienced by taking into account the remedial steps suggested in this study; and ultimately, remedial measures should be introduced to minimize the problems encountered in teaching Electronics courses.