Abstract:
Technology teachers should be acquainted with various instructional models that enable skills transfer with ease. This is because Technology is a skills-based subject that requires specialized didactic models to teach learners mechanical, electrical, and structural skills. The purpose of this study was to examine how Technology teachers use the 9E- instructional model to teach Practical Assessment Tasks (PAT). As a result, this study used the 9E instructional model as its framework to assist in showcasing the phenomenon. A constructivist approach was also used to undergird the focus of this study. The study employed a qualitative research approach using an exploratory design to gather non-numerical data. A total of four Technology teachers who were teaching the Technology subject were purposively sampled and observed. The researcher used field notes to capture the activities that were unfolding in the classroom. Observation schedules were also developed to elicit important information. The findings of the
study revealed that teachers were able to elicit learners’ baseline knowledge, they could not elaborate on some mechanical concepts, make connections of content with real-life examples and exchange PAT ideas. Teachers were unable to facilitate the design, make and communication stages. It was then recommended that teachers use a 9E instructional stages to augment their practical teaching skills.
