[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591226-105":59,"doc-detail-591226-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","african-educational-research-journal-111-2023","African Educational Research Journal - 11(1) - 2023","","This erudition investigated the efficacy of two methods of instruction: Visual prompt instruction (VPTM) and Conventional Science instruction (CSTM) on learning outcomes in Basic Technology under homogeneous and heterogeneous ability grouping. The sample included 60 junior secondary school learners randomly selected from two schools. Five instruments were used to collect data: BTAT, wood/metal/plastic concept measures, knowledge and task measures, and a learner questionnaire on grouping preference. Results showed homogeneous ability grouping supported better learning outcomes, and changes in learners’ approach and inquisitiveness favored VPTM within homogeneous grouping.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-111-2023/591226/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-111-2023/591226.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What two teaching methods were compared in the study?","Question",{"text":112,"@type":113},"The study compared Visual prompt instruction (VPTM) with Conventional Science instruction (CSTM).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was ability grouping handled for instruction?",{"text":117,"@type":113},"Learners were grouped using homogeneous and heterogeneous ability levels to examine effects on learning outcomes in Basic Technology.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results indicate about homogeneous grouping and VPTM?",{"text":121,"@type":113},"The results confirmed that homogeneous ability level grouping better supported learning outcomes, and the shift in learners’ approach and inquisitiveness favored VPTM in the homogeneous grouping class.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591226,1792932563,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","African Educational Research Journal Vol. 11(1), pp. 109-118, March 2023  \nDOI: 10.30918/AERJ.111.22.069 ISSN: 2354-2160  \nFull Length Research Paper  \nEfficacy of visual prompt for basic technology instruction in junior secondary schools: Ability grouping proposition  \nAudu Omar Ahmed Otobo 1* and Adiwu Talatu Onkala2  \n1 Department of Industrial Design, Faculty of Environmental Studies, University of Maiduguri, Nigeria.  \n2 Department of Visual and Performing Arts, Faculty of Environmental Studies, University of Maiduguri, Nigeria. Accepted 24 January, 2023  \n\n| ABSTRACT\u003Cbr>This erudition investigated the efficacy of two methods of instruction: Visual prompt instruction (VPTM) and Conventional Science instruction (CSTM) on the effects of homogeneous and heterogeneous ability levels’class instruction on learning outcomes in Basic Technology. The sample comprises 60 learners in junior secondary school classes randomly selected from two schools. Five instruments namely the basic technology achievement test (BTAT), wood, metal and plastic concept, knowledge and task and learner’s questionnaire on preference for grouping types were used to collect data for the erudition. Two general research questions and five hypotheses were raised, tested and analyzed using measures of central tendency, mean, standard deviation and t-test (descriptive statistics) . The results confirm that homogeneous ability level grouping is better quality for supporting learners learning outcomes. The reported alteration in approach and inquisitiveness of the learners is in favor of visual prompt instruction among the homogeneous ability grouping class. Recommendations were made based on the findings: the accountability is above all on pioneering physiognomics’ of VPTM inclusion in the prospectus of scientific instruction in Nigeria cum internationally.\u003Cbr>Keywords: Approach, stigmatized, performance, homogeneous, heterogeneous, gifted learners. |\n| --- |\n| *Corresponding author. E-mail: [otoboahmed19@gmail.com. Tel:](otoboahmed19@gmail.com. Tel:) +2348032580435. |\n\nINTRODUCTION  \nIn education’s enduring mission of meeting the needs of the learner, a perceptible shift from the long-standing process of reading, writing, counting and text memorization skills that may have been pertinent for the medieval clerk, should be giving way to skills of analysis and novelty that are considered desirable in today’s modern cultures (Ahmed, 2017) . The ultimate goal of all instruction activities is to facilitate learning. For learning to occur, a relatively persistent change in behavior must be noticeable in the learner. Erudition has demonstrated that individuals adopt a consistent approach to learning tasks. Potentialities or abilities, per se, do not influence behavior more than the comportment of intellectual functioning or the nature of one’s stable individual’s particular ways of thinking, or idiosyncratic preferences.  \nOne major academic challenge confronting the learner is the impenetrability encountered in trying to recall learned materials in science lessons. Erudition provides evidence that suggested that learners are affected by their immediate environment, their own emotionality and their sociological and physical requirements (Duncum . , 2002 ; Evagorou et al. , 2015; Ahmed, 2017) . Perhaps, it may bea result of the gross inability to diagnose the best way students learn, which partially explains why there are increasing poor ratings in their academic performance in the sciences. Another paradigm shift, in education’s sustainability mission of meeting the learner needs, was to institute the effect of ability grouping. Ability grouping, simply put, is the practice of dividing students for instruction on the basis of their apparent capacities for  \nAfr Educ Res J 110  \nlearning. It is the practice of placing students of analogous academic levels within the same group for instruction. Erudition has scuffled for years to find answers to the questions about abili","cbCailIU34lB2cCs","https://ap.wps.com/l/cbCailIU34lB2cCs","pdf",770758,"English","# Introduction\n## Ability grouping overview\n## Arguments for and against ability grouping","[{\"question\":\"What two teaching methods were compared in the study?\",\"answer\":\"The study compared Visual prompt instruction (VPTM) with Conventional Science instruction (CSTM).\"},{\"question\":\"How was ability grouping handled for instruction?\",\"answer\":\"Learners were grouped using homogeneous and heterogeneous ability levels to examine effects on learning outcomes in Basic Technology.\"},{\"question\":\"What did the results indicate about homogeneous grouping and VPTM?\",\"answer\":\"The results confirmed that homogeneous ability level grouping better supported learning outcomes, and the shift in learners’ approach and inquisitiveness favored VPTM in the homogeneous grouping class.\"}]","African Educational Research Journal - 11(1) - 2023 | PDF",1792071378,25]