scholarly journals Effect of Multimedia Instructional Strategy on Students’ Academic Achievement in Mechanical Trades in Technical Colleges

2020 ◽  
Vol 4 (2) ◽  
pp. 38
Author(s):  
T. I. Eze ◽  
B. O. Olumoko ◽  
M. N. Obi
Keyword(s):  
Academic Achievement ◽  
Instructional Strategy ◽  
Technical College ◽  
Technical Colleges ◽  
Lesson Plan ◽  
Research Question ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Experimental Group ◽  
Mechanical Trades

The need to improve academic performance of technical college students in mechanical trades necessitated this study. Thus the study proceeded to determine the effect of teaching mechanical trades concepts with multimedia on students’ academic achievement in technical colleges. One research question guided the study and one null hypothesis was tested at 0.05 alpha level. The study employed a pretest, posttest, quasi-experimental design involving two non-equivalent intact groups, (experimental group and the control group). The population was 123 National Technical College II (NTC II) students offering mechanical trades in Ondo State Nigeria. A sample of 84 students participated in the study. Purposive sampling technique was used to select two intact classes in Government technical colleges from two different local government areas of the State. Three data collection instruments, namely, the lesson plan for the experimental group, the lesson plan for the control group and the Mechanical Trade Achievement Test (MTAT) were used for the study. These were validated by three experts (one from Measurement and Evaluation unit and two from Technology and Vocational Education) all from Nnamdi Azikiwe University, Awka. The MTAT was subjected to a reliability test using Kuder Richardson 21 (KR-21) formula to yield the reliability coefficient of 0.82. Mean as well as Analysis of Covariance (ANCOVA) were used to analyze at 0.05 level of significance the data collected for the study. Findings of the study revealed that teaching with multimedia was more effective in enhancing student’s achievement in mechanical trade. Based on the findings, it was concluded that multimedia technology is more effective in improving student’s achievement in mechanical trade. Consequently it was recommended that technical college mechanical trade teachers should adopt teaching with multimedia.

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.

Effect of Peer Tutoring On Students’ Knowledge Retention In Office Technology And Management In Polytechnics In South West, Nigeria.

2020 ◽  
Vol 7 (9) ◽  
pp. 892-900
Author(s):  
Pauline Egberanmwen Ehirheme
Keyword(s):  
Peer Tutoring ◽  
Lesson Plan ◽  
Research Question ◽  
Knowledge Retention ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Academic Knowledge ◽  
South West ◽  
Instructional Technique ◽  
Experimental Group

Academic knowledge and transfer of knowledge retention after graduation to the workplace by office technology and management (OTM) students in Polytechnics has been worrisome to stakeholders in education. This study seeks to determine if peer tutoring instructional technique could solve these aforementioned problems. The study adopted a quasi-experimental design of a pre-test, post-test and delayed posttest (knowledge retention) for non-randomized un-equal two groups. The population for the study is 503 National Diploma (ND) II OTM students in four Polytechnics in South West, Nigeria. Through purposive sampling, we selected a sample of 227 (120 experimental and 107 control) students from two polytechnics in two states. These instruments; lesson plan for the experimental group, lesson plan for the control group and Office Technology and Management Achievement Test (OTMAT), were used for data collection. Three OTM experts validated the instruments. The reliability coefficient of the OTMAT was established as 0.86 through the use of Kuder-Richardson formula 21 techniques. Mean and standard deviation were used to answer the research question while Analysis of Covariance (ANCOVA) was used to test the hypothesis. Results revealed knowledge gain for the experimental group. Thus, peer-tutoring enhances academic knowledge retention among OTM polytechnic students. It is therefore recommended that peer-tutoring instructional technique be used to teach OTM students in Polytechnics. Stakeholders should create platforms (workshops and conferences) for OTM lecturers and students in Polytechnics to utilize the peer-tutoring technique in the teaching/learning process.

scholarly journals EFFECT OF CONCEPT MAPPING INSTRUCTIONAL STRATEGY ACCOMPANIED BY DISCUSSION WEB ON STUDENTS’ ACADEMIC ACHIEVEMENT IN THE CONCEPT OF GENETICS

2021 ◽  
Vol 5 (3) ◽  
pp. 1-16
Author(s):  
Ezekiel Akotuko Ayimbila ◽  
Diana Akantagriwon
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Concept Mapping ◽  
Instructional Strategy ◽  
Teaching Method ◽  
Senior High School ◽  
Control Group ◽  
P Value ◽  
Test Retest Reliability ◽  
Experimental Group

Purpose: This study explored the effect of Concept Mapping Instructional Strategy Accompanied by Discussion Web on students’ academic achievement in the concept of Genetics at Navrongo Senior High School, generally, and on gender basis. Methodology: The study adopted quasi-experimental design (pretest, posttest non-equivalent design). The sample comprised of 80 Navrongo Senior High School Form Three Gold Track and Green Track science students. Students from the Green Track class and Gold Track class were assigned experimental group and control group respectively. The experimental group class was made up of 23 males and 20 females. The control group class was also made up of 24 males and 13 females. Pretest was administered to all the participants. The experimental group was taught using Concept Mapping Instructional Strategy Accompanied by Discussion Web. The control group was taught using Conventional Teaching Method. A posttest was administered to both groups to determine the effectiveness of the treatment. The reliability of the test items was determined using test-retest reliability coefficient. The test-retest reliability coefficients of the instruments were found to be 0.70 and 0.73 for the pretest and posttest respectively. The data obtained were analysed using t-test. Results: The pretest test scores revealed that the students were homogeneous in terms of academic achievement (t-value = 1.05, p-value=0.30, p>0.05). Posttest results of students in the experimental group were significantly higher than the control group (t-value = 8.07, p-value = 0.000, p < 0.05). The result of the posttest showed that the use of concept mapping instructional strategy accompanied by discussion web in teaching genetics was more effective than conventional teaching method. There was no statistically significant difference in the academic achievement of male and female students in the experimental group (t-value = 1.68, p-value = 0.11, p > 0.05). Unique contribution to theory, practice and policy: This study recommended that Biology teachers in Navrongo Senior High School should be encouraged to teach Genetics using Concept Mapping Instructional Strategy Accompanied by Discussion Web in order to improve the academic achievement of students. Science teachers should be given the opportunity to attend workshops, seminars, conferences to enable them update their knowledge on current instructional strategies that are capable of improving the academic achievement of students. The Government, Ghana Education Service and Ministry of Education should establish professional development fund for teachers to enable them upgrade professionally and also improve on their teaching styles since most teacher are not abreast with the current or modern methods of teaching.

scholarly journals Differentiated Instruction: The Effect on Learner’s Achievement in Kindergarten

2019 ◽  
Vol 2 (2) ◽  
pp. 61
Author(s):  
Mazen Kotob ◽  
Doha Arnouss
Keyword(s):  
Differentiated Instruction ◽  
Instructional Practices ◽  
Instructional Strategy ◽  
Research Question ◽  
Control Group ◽  
Traditional Teaching ◽  
Test Results ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

Identifying an effective instructional strategy to help diverse learners reach their full potentials is a goal for educators. Differentiated instruction has received much attention as a possible strategy. The purpose of this quasi-experimental study was to examine the effect of incorporating differentiated instructional practices on students’ achievement in the kindergarten classes. In this action research, the researcher sought to answer the following research question: Does incorporating differentiated instructional practices leads to significant increase in students’ achievement in the kindergarten classes? Two kindergarten classes with 38 students and 2 teachers participated in the study; one was assigned to an experimental group who received differentiated instructional strategies for 3 weeks and the other one to the control group who received traditional teaching practices. Data was collected, analyzed and compared using SPSS and independent sample t-test. Results revealed that there was no significant difference in student achievement results between the differentiated and non-differentiated classrooms. Findings of this study highlight the necessity for further explorations on the effect of differentiated instructional practices on achievement results in the kindergarten classrooms.

scholarly journals The Effect of Daily Physical Activity on Increasing Physical Fitness and Academic Achievement of Elementary School

2021 ◽  
Vol 4 (2) ◽  
pp. 964-974
Author(s):  
Achmad Chabibi Arif ◽  
Ali Maksum ◽  
Advendi Kristiyandaru
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Cognitive Function ◽  
Physical Fitness ◽  
Lifestyle Changes ◽  
Daily Physical Activity ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Quasi Experimental ◽  
Experimental Group

Theoretically, physical activity can improve physical fitness and cognitive functions. Students who do regular physical activity are expected to have fitness and fitness at the same time as their cognitive function grows and develops so that their academic achievement increases. Unfortunately, as technology advances and lifestyle changes, children's physical activity is decreasing. Effectiveness in achieving learning objectives continuously along with the level of student fitness and decreased cognitive function improvement. This study aims to examine the effect of daily physical activity on increasing students' fitness and academic achievement. The research method used is quasi-experimental with a matching-only design. As a sample, 30 grade 5 students of SDN Pesanggrahan I, Kwanyar, Bangkalan. The sample was divided into two groups, 15 students in the experimental group and 15 students in the control group. The treatment was given for 8 weeks with 3 meetings per week. The fitness variable was measured by a multistage fitness test, meanwhile, the academic achievement variable was measured by a series of questions prepared by the teacher. Data processing was carried out by analysis of covariance (ANCOVA) using the results of the pretest as covariates. The results showed that daily physical activity could improve physical fitness (F=45.91; p<0.01) and student academic achievement (F=7.72; p<0.01). The experimental group showed better physical fitness than the control group (F=100.91; p<0.01). The experimental group also showed better academic achievement than the control group (F=19.45; p<0.01). Based on the results of the analysis, it can be said that the application of daily physical activity for 2 months is proven to be effective in improving physical fitness and academic achievement of fifth-grade students at SDN Pesanggrahan I, Kwanyar, Bangkalan.

scholarly journals Effect of Differentiated Instruction and 5E Learning Cycle on Academic Achievement and Self-efficacy of Students in Physics Lesson

2021 ◽  
Vol 32 (1) ◽  
pp. 4-13
Author(s):  
Riza Salar ◽  
◽  
Umit Turgut ◽  
Keyword(s):  
Academic Achievement ◽  
Differentiated Instruction ◽  
Prior Knowledge ◽  
Self Efficacy ◽  
Analysis Of Covariance ◽  
Learning Cycle ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The learning characteristics of each student are different. Differentiated instruction considers individual differences, as such guides the learning journey rather than seeing these differences as a challenge. The purpose of this research was to compare the effects of differentiated instruction and 5E learning cycle in physics classes on the students' academic achievement and self-efficacy. We used the matching - pre-test/post-test - control group design to address the research questions. We conducted the study in three different schools, performed three experiments, and had three control groups. 162 10th grade students participated in the study. We used the ‘Electricity Prior Knowledge Test’, ‘Electricity Achievement Test’, and the ‘Physics Self-Efficacy Scale’ to collect data. SPSS version 20 software was used to analyse the obtained quantitative data. Independent samples t-test was used to determine whether there was a significant difference between the control and experimental group students’ level of prior knowledge regarding the subject of electricity. The analysis of covariance was used to determine whether there was a significant difference between the control and experimental group students’ course achievements after the implementation. Two-factor mixed-measures ANOVA was used to determine whether the experimental and control group students’ pre-test and post-test scores on self-efficacy differed. Based on the results, it can be concluded that differentiated instruction improved the academic achievement of the low- and mid-achieving students. When the self-efficacy scores of the students were analysed, no significant difference was found between the groups. Based on the results of the research, researchers or teachers who want to use differentiated teaching in their classrooms may be recommended to create level groups in the classroom.

The Effect of Multimedia Instructional Strategy In Enhancing The Students’ Academic Retention Ability: A Case Study Of Technical Colleges In Ondo State, Nigeria

2020 ◽  
Vol 7 (8) ◽  
pp. 451-460
Author(s):  
Titus I. Eze ◽  
B. O. Olumoko ◽  
M. N. Obi ◽  
A. A. Akingbemisilu
Keyword(s):  
Instructional Strategy ◽  
Technical Colleges ◽  
Lesson Plan ◽  
Research Question ◽  
Multimedia Technology ◽  
Control Groups ◽  
Post Test ◽  
Ondo State ◽  
Level Of Significance ◽  
Academic Retention

Academic retention ability of students for concepts taught in school has been of great concern to all stakeholders in education, especially as it is likely to have corresponding impact on both retention of students in high school grades, as well asin facilitating the capacity of educational institutions to retain the students in schools. These phenomena which constitute socio-economic problems worldwide apply also to students and educational situations in Nigeria. Thus these researchers set out to explore if a modern student-centred teaching method, like the multimedia instructional strategy could enhance students’ academic retention ability. In this study one research question guided the study and one hypothesis was tested at 0.05 alpha level of significance. The study adopted quasi-experimented design in which the pre-test, post-test, delayed post (Retention) design involved two unequal intact (experimental & control) groups. A total of 123 mechanical trade (year II) students from technical colleges in Ondo State, Nigeria, formed the population. By purposive sampling technique, the two intact groups of students (43 and 41) located in two local Governments Areas apart from each other, were selected to form a sample of 84. There were three data collection instruments namely the lesson plan for the control group, the lesson plan for the experimental group, and the Mechanical Trade Achievement Test (MTAT).These were validated by two mechanical technology lecturers from the Department of Technology and Vocational Education and one lecturer from Measurement Evaluation Unit, all from the Nnamdi Azikiwe University, Awka, Nigeria. Using the Kuder-Richardson formula 21 (KR-21) techniques, the MTAT was subjected to the reliability test to yield the reliability coefficient of 0.82. Thereafter, the experimental and the control groups were pre-tested, and then subjected to treatment (teaching) for five weeks and later post-tested. They were further tested (delay post test or retention test) after two weeks of no activity. The MTAT was used for all the tests, expect that each time, the content were reshuffled, and the colour of the paper changed. The resulting data were collected and analyzed with the mean for the research question and the analysis of the covariance (ANCOVA) at 0.05 level of significance. The findings of this study revealed that teaching with multimedia instructional strategy really enhanced student’s academic retention ability as shown from the mechanical trade   students. It was therefore concluded that multimedia technology is more effective in improving students’ academic retention ability. Consequently it was recommended that teachers should adopt using multimedia technology in teaching.

scholarly journals Effect of Activity-Based and Challenge-Based Learning Approaches on Technical Colleges Students’ Psychomotor Achievement in Furniture Craft Technology

2020 ◽  
Vol 26 (1) ◽  
pp. 1-10
Author(s):  
Abdullahi Muhammad Hassan ◽  
Abdullahi Shaba Mohammed
Keyword(s):  
Technical Colleges ◽  
Lesson Plan ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Learning Approach ◽  
Learning Approaches ◽  
Technology Students ◽  
Challenge Based Learning ◽  
Research Questions ◽  
Craft Technology

This study adopted the quasi-experimental research design, precisely, pre-test, post-test nonequivalent control group design. The population for the study was 210 National Technical Certificate (NTC II) furniture craft technology students (175 males and 35 females) in Technical Colleges. This study was carried out in Zamfara and Katsina State. The analysis was guided by three research questions and three hypotheses at 0.05 level of significance. The data were obtained with Furniture craft technology Cognitive Achievement Test (FTCAT) and Furniture craft technology Interest Inventory (FTII). The lesson plan, FTCAT, and FTII were subjected to face and content validation by three experts. The instrument was trial tested on a sample of 22 NTC II furniture craft technology students of Government Technical College FCT-Abuja. Kuder-Richardson 20(K-R20) and the Pearson product-moment correlation coefficient were utilized to establish the coefficient of internal consistency and stability of the FTCAT. The values were found to be 0.72 and 0.81 respectively. Data obtained from the administration of the instrument was examined with mean to answer the research questions and Analysis of Covariance (ANCOVA) statistic was used to test the hypotheses. The results showed that the Challenge-based learning approach is more successful in enhancing the students' achievement in furniture craft technology than the Activity-based learning approach. It was recommended that the Ministry of Education and National Board for Technical Education (NBTE) should organize workshops, seminars and in-service training for technical teachers regularly

scholarly journals EFFECT OF STUDY SKILLS TRAINING ON ACADEMIC ACHIEVEMENT AND RETENTION OF SECONDARY SCHOOLS GEOGRAPHY STUDENTS IN JALINGO METROPOLIS

2015 ◽  
pp. 29-40
Author(s):  
Happy MICHAEL ◽  
Joshua JOSEPH ◽  
Peter IORNYAGH
Keyword(s):  
Academic Achievement ◽  
Study Skills ◽  
Skills Training ◽  
Significance Test ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study was undertaken to investigate the effect of study skills training on academic achievement and retention of geography students in Jalingo metropolis of Taraba State. A pre-test, post-test control group, quasi experimental design was adopted for this study. Geography students were purposively selected from two private schools in Jalingo metropolis of Taraba State. Three validated and standardized instrument were used for data collection. These instruments were pre-test geography achievement, post-test geography achievement and retention geography test. Four research questions were stated for the lesson and four hypotheses tested at 0.05 level of significance. Test- retest method of reliability estimate was determined by using Pearson product moment correlation coefficient. The reliability coefficient of 0.86 was obtained. Data were analyzed using mean, standard deviation, t-test and analysis of covariance. The result of the study revealed that the experimentalgroup thatwas given study skills training performed higher (mean=52.87, SD=12.5) than that of the control group (mean=41.0, SD=8.1). Also the retention score of the experimental group is higher (mean=49.60, SD=14.38) than the control group (mean= 36.20, SD=8.01). There was also a significant difference in the academic achievement and retention scores of experimental group and control group. Based on these findings, school teachers, curriculum planners are encouraged to include study skills training in the instructional processes in classrooms to enhance retention and achievement of students.

scholarly journals Edutainment Teaching Technique and Students’ Skills Performance in Building Drawing in Technical Colleges in Akwa Ibom State

2019 ◽  
pp. 1-10
Author(s):  
A. D. Usoro ◽  
Otu, Ebeten Bassey
Keyword(s):  
Performance Test ◽  
Technical Colleges ◽  
Lesson Plan ◽  
Poor Performance ◽  
Analysis Of Covariance ◽  
Measurement Unit ◽  
Test Analysis ◽  
Significant Difference ◽  
Research Questions ◽  
Experimental Group

The study was on edutainment technique and students’ skills performance in building drawing in Technical Colleges in Akwa Ibom State. The study sought to find the effect of edutainment technique and demonstration method on students’ performance in building drawing. Three research questions and null hypotheses were formulated to guide the study. A quasi-experimental design was adopted for the study. The population used for the study was three hundred and eighty (380) senior technical college II students in all the seven (7) public Technical Colleges in Akwa Ibom State. The sample comprised one hundred and ten (110) students drawn from two (2) intact classes. A 30-item multiple-choice performance test called Performance Test on Building Drawing (PTBD) was developed to determine performance level of the control and experimental groups and building drawing lesson plan for the treatment of the experimental group. The instrument was validated by three experts. Two from the Department of Vocational Education, one from Test and Measurement Unit of the Department of Educational Foundations. Cronbach alpha reliability was used to determine the internal consistency of the instrument. The instrument yielded a reliability coefficient of 0.86. Mean and standard deviation were used to answer research questions while analysis of covariance was used to test the null hypotheses at .05 level of significance. The results showed that students taught using edutainment technique have higher mean scores than those taught with demonstration method. It also showed that the mean score of male students was slightly higher than that of female students in the experimental group. The post-test analysis on Building Drawing Performance Test (PTBD) was in favour of the experimental group. However, there was no significant difference between males and females on building drawing performance test as a result upon treatment. Based on these results, it was recommended among others that edutainment technique should be adopted by building drawing teachers in teaching building drawing in Technical Colleges in Akwa Ibom State to solve the problem of poor performance of students.

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