Effectiveness of Constructivism Instructional Method on Students’ Psychomotor Achievement, Problem-Solving and Retention in Mechanical Engineering Craft Practice in Technical Colleges

2020 ◽  
Vol 7 (12) ◽  
pp. 135-148
Author(s):  
Titus. I. Eze ◽  
Sylvester Chukwutem Onwusa ◽  
Bamidele Oluyinka Olumoko ◽  
Rotimi Akinwale Sanni
Keyword(s):  
Academic Achievement ◽  
Problem Solving ◽  
Mechanical Engineering ◽  
Teaching Method ◽  
Instructional Methods ◽  
Technical Colleges ◽  
Instructional Method ◽  
Lesson Plans ◽  
Public Examination ◽  
Research Questions

        The poor academic achievement of students in technical colleges in Nigeria has been a major concern to researchers. It is believed that the application of effective instructional methods in technical colleges could enhance overall students’ academic achievement. This demands that teachers in technical colleges should adopt instructional methods that could enhance overall achievement particularly in students’ psychomotor, problem solving achievement and enhance retention in mechanical engineering craft practice in technical colleges. The study investigated the effectiveness of constructivism instructional method on students’ psychomotor achievement, problem-solving and retention in mechanical engineering craft practice in technical colleges in Delta State. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. The study adopted the quasi-experimental research design. Population of the study was 97 vocational II mechanical engineering craft practice (MECP) students in the six technical colleges in Delta State. A sample of 82 was used for the study. Instruments for data collection were Mechanical Engineering Craft Practice Achievement Test (MECPAT) and the lesson plans for the experimental and control groups. The instruments- MECPAT and   lesson plans; were face and content validated by three experts, two from the Department of Technology and Vocational Education and one from Measurement and Evaluation Unit of the Department of Educational Foundation; all in Nnamdi Azikiwe University Awka. Test–retest method was used to establish reliability of MECPAT and was calculated using Pearson Product Moment Correlation which yielded a correlation coefficient value of 0.87. Arithmetic mean was used to analyze data relating to research questions and while analysis of covariance (ANCOVA) was used to test the null hypotheses. Findings revealed that students taught  mechanical engineering craft practice using constructivism instructional method performed better, possessed requisite problem solving skills and had better knowledge retention than those taught with lecture teaching method (LTD). Based on the findings, it was concluded that constructivism instructional teaching method (CITM) is an effective and efficient mode of instruction with capacity of improving students’ learning outcome, problem solving techniques and retention ability level. Consequently, it was recommended among others that technical teachers should use constructivism instructional method in teaching mechanical engineering craft practice so as to enhance students’ psychomotor achievement in subsequent public examination.

scholarly journals Effect of Edutainment Instructional Approach on Students’ Academic Achievement and Retention in Building Technology in Technical Colleges

2020 ◽  
Vol 5 (1) ◽  
pp. 34
Author(s):  
T. I. Eze ◽  
Magnus G. Ekon ◽  
Jacinta Ifeoma Obidile
Keyword(s):  
Academic Achievement ◽  
Technical Colleges ◽  
Lesson Plans ◽  
Analysis Of Covariance ◽  
Instructional Approach ◽  
Building Technology ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Level Of Significance

The teaching and learning of building technology in technical colleges seems to be characterised by poor academic achievement and retention of concepts. This called for the search for innovative teaching approaches like the edutainment instructional approach. The study was therefore conducted to determine the effect of edutainment instructional approach on students’ academic achievement and retention in building technology in technical colleges. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted the quasi-experimental design in which there were pre-test and post-test in the experimental and control groups. The population of the study comprised all the 946 senior technical II (ST2) students offering building technology in the six public technical colleges in Akwa Ibom State. Purposive sampling technique was used to select four technical colleges in the study area. Three instrument namely: edutainment lesson plans, conventional lesson plans and building technology achievement test (BTAT) were used in the study. Three experts validated the instrument. Test-retest reliability of the instrument which yielded an index of 0.87 obtained using Pearson product moment correlation coefficient. The data collected for the study were analysed using the mean scores and standard deviation for answering the research questions while hypotheses were tested with the analysis of covariance (ANCOVA) at 0.05 level of significance. The study found that: the edutainment instructional approach enhanced students’ academic achievement and retention in building technology more than the conventional lecture method. There was significant difference in the academic achievement and retention of students in building technology between the two groups. The significance was attributed to the experimental group which obtained a higher mean score in the post-test and retention test. It was recommended that: teachers of building technology in technical colleges in Akwa Ibom State should adopt edutainment instructional approach in the teaching of building technology courses in order to enhance students’ academic achievement and retention in building technology.

scholarly journals Effects of Reflective Inquiry Teaching Method on Students’ Academic Achievement in Domestic Installation Module in Technical Colleges of Yobe State, Nigeria

2021 ◽  
Vol 2 (1) ◽  
pp. 130-142
Author(s):  
Abubakar Baba Yerima
Keyword(s):  
Academic Achievement ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Technical Colleges ◽  
Teaching Staff ◽  
Inquiry Teaching ◽  
Reflective Inquiry ◽  
Industrial Installation ◽  
Quasi Experimental ◽  
Electrical Installation

Purpose: The study investigated the effects of reflective inquiry teaching method on students’ academic achievement in domestic installation modules in technical colleges of Yobe State, Nigeria. Methodology/Approach/Design: The study is quasi-experimental in design. A pre-test and post-test   were conducted for both control and experimental groups. Two classes from four Technical Colleges were selected to give a sample size of 88. Electrical Installation and Maintenance Work Trade Achievement Test (EIMWTAT) was used to generate data for the study. The instrument was validated by three experts in the Department of Electrical Technology Education, Modibbo Adama University of Technology, Yola. To determine the reliability of the instrument, Cronbach’s Alpha was used and a reliability coefficient of 0.91 was obtained. Mean statistics was used to answer the research questions, while the null hypotheses were tested using t-test at 0.5 level of significance. Results: The study revealed that reflective inquiry teaching method improves student academic achievement when compared with the demonstration teaching method. It further revealed that reflective inquiry teaching method is not gender biased as both male and female students performed effectively in domestic installation. The study concluded that when students are taught domestic installation using reflective enquiry method, they performed better than when taught using conventional method. Practical Implications: The results of the study may have implications for teaching staff in Technical Colleges of Yobe State, Nigeria. Based on the results of the study, the reflective method can be applied in the teaching and learning of domestic installation, industrial installation and electrical installation and maintenance works in technical colleges. Originality/Value: The study innovates by experimenting with the effect of reflective inquiry in teaching Domestic Installation Module in Technical Colleges of Yobe State, Nigeria. From the analysis, the reflective inquiry was found effective in teaching domestic installation as students’ academic achievement was significantly high. By this, the use of reflective inquiry in the teaching of domestic installation, which is now being introduced, is highly commendable.

scholarly journals EFFECT OF THE CONSTRUCTIVIST INSTRUCTION APPROACH ON ACHIEVEMENT AND RETENTION OF BUILDING TECHNOLOGY STUDENTS IN TECHNICAL COLLEGES IN NIGER STATE

2014 ◽  
Vol 15 (1) ◽  
pp. 10
Author(s):  
Umar B. Kudu
Keyword(s):  
Teaching Method ◽  
Technical Colleges ◽  
Achievement Test ◽  
Cognitive Achievement ◽  
Control Group ◽  
Instructional Approach ◽  
Building Technology ◽  
Technology Students ◽  
The Mean ◽  
Research Questions

This study was designed to determine the effects of the constructivist instructional approach on achievement and retention of Building Technology students in Technical Colleges of Niger State. A pre-test, post-test, non-equivalent control group, quasi-experimental research design was adopted. Fifty students constituted the subjects in the experimental group and 50 students constituted the subjects in the control group for the study. A total o f 100 students were involved in the study. Three research questions which include a null hypothesis, tested at 0.05 level o f significance, guided the study. The instruments were subject to validation by experts in Industrial and technology education department and Basic Technology. The reliability coefficient obtained was 0.72. Mean was used to answer the research questions; while T-test was employed to lest the hypothesis. The study revealed that students taught Building Technology using the constructivist instructional approach had a higher mean score than students taught using the conventional teaching method in cognitive achievement test, psychomotor achievement Test.  In each of the cases, the high mean scores were found to be significant. Furthermore, the mean score of boys taught Building Technology using the constructivist instructional approach was higher than the mean score of girls taught using the same constructivist instructional approach in the cognitive achievement test. The researcher recommended that the National Board for Technical Education (NBTE) should consider a review of building technology curriculum for Technical Colleges with a view to incorporating the constructivist instructional approach into the teaching of Building Technology.

scholarly journals Teaching Methods Of Character Used To The Companions Of Prophet Muhammad In Saheeh Muslim

2019 ◽  
Vol 18 (1) ◽  
pp. 250-276
Author(s):  
Taufik Abdillah Syukur
Keyword(s):  
Problem Solving ◽  
Character Education ◽  
Teaching Methods ◽  
Method Development ◽  
Teaching Method ◽  
Lesson Plans ◽  
Prophetic Tradition ◽  
The Republic ◽  
The Government ◽  
The Way

The Government of The Republic of Indonesia instructed to each school to incorporate character education in KTSP, syllabus and lesson plans. The government has also provided BOS in order to support teachers in their teaching’s method development. The character value is good, and the teaching’s method is well developed. Why do we still find unacceptable things which refer to the weakness of nation character in the student soul? The research is talking about the prophet teaching method in building his companions character according to Shaheeh Muslim. And that result will explain about the complementation of prophet teaching method in shaping student character in the school. The teaching method is the way that used to implement the prepared program to achieve the goal of teaching. The education character is a prepared effort in order to cause the student how to know and care about the values, which finally carry on them to be the perfect man. Companion was a man who met the prophet and died in a state of faith. This study depends on the sourced literature. The researcher qualitatively collects data, describes and analyzes it well. This research is about the character teaching method depends on the prophetic tradition (al-Hadits). The researcher classifies the hadits based on nation character, analyzes that results and relates things with the main project. The result indicates that the most widely used method of the prophet in shaping his companions character is the method of story, question & answer, and also lecturer. He also used another variety method such as problem solving, assignment, demonstration and fieldtrip. In shaping his companions character he did not use the method of discussion, experiment, and project. Researcher recommends all teachers to control and widely explore those three methods (stories, discussion, and lecturer) and integrate love, friends/ communicative, and care character as the main student character in process character education at school.

scholarly journals Comparative Effectiveness of Project and Demonstration Teaching Methods in Improving Students’ Academic Achievement in Basic Electricity in Technical Colleges

2021 ◽  
Vol 4 (2) ◽  
pp. 34-45
Author(s):  
Titus Iloduba Eze ◽  
Chibueze Nweke Nwalo ◽  
David Agwu Udu
Keyword(s):  
Academic Achievement ◽  
Teaching Methods ◽  
Technical College ◽  
Teaching Method ◽  
Technical Colleges ◽  
Research Question ◽  
Analysis Of Covariance ◽  
Post Test ◽  
Quasi Experimental ◽  
Instructional Manual

This study determined the comparative analysis of project and demonstration teaching methods in improving students’ academic achievement in basic electricity in technical colleges. The study adopted quasi-experimental design; specifically, pre-test, post-test for non-randomized and unequal groups were used. One research question guided the study and one hypothesis was tested at 0.05 level of significance. Four technical colleges in Ebonyi State, each technical college offering basic electricity, were used. A total of 141 Technical College year II (TC II) students formed the population of the study. The instruments used in the study were Basic Electricity Achievement Test (BEAT), Project Method Instructional Manual (PMIM) and Demonstration Method Instructional Manual (DMIM), which were validated by three experts. The instrument (BEAT) was administered twice to twenty (20) TC11 students in Enugu State and Pearson’s Product Moment Correlation was used to obtain a reliability index of 0.89. Data collected for the study were analyzed using mean and standard deviation for research question, while the hypothesis was tested using Analysis of Covariance (ANCOVA). The study found more improvement in students’ academic achievement when taught basic electricity using project teaching method than when taught using demonstration teaching method. The study therefore showed that project teaching method was more effective than demonstration teaching method in enhancing students’ academic achievement in basic electricity. The researchers therefore recommended among other things that teachers should embrace project teaching method more than demonstration teaching method to enhance students’ academic achievement in basic electricity.

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