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

2020 ◽  
Vol 7 (3) ◽  
Keyword(s):  
Teaching Method ◽  
Technical Colleges ◽  
Inquiry Teaching ◽  
Reflective Inquiry

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 using guided inquiry teaching method in improving grade eight students’ concept of photosynthesis, primary school: Ethiopia

2020 ◽  
Vol 7 (1) ◽  
pp. 01-15
Author(s):  
Asrat Dagnew ◽  
Desta Mekonnen
Keyword(s):  
Conceptual Understanding ◽  
Teaching Method ◽  
Control Group ◽  
Inquiry Teaching ◽  
Guided Inquiry ◽  
Lecture Method ◽  
Significant Difference ◽  
Before And After ◽  
Informal Assessment ◽  
Post Test

The main objective of this study was to investigate the effect of using guided inquiry teaching method in improving grade eight students’ conceptual understanding of photosynthesis. The study employed Quasi-experimental research method. The data collection instruments were multiple choice tests, observation, as well as informal assessment. The pre-test and post-test were administered before and after treatment respectively. The informal assessment also administered before and after intervention. Besides, the observation was conducted from the first day up to the last day of the intervention. The pre-test and post-test data were analyzed using descriptive statistics and t-tests quantitatively while; data collected through informal assessment and observation were presented using narration. The finding of pre-test revealed that there was no significant difference between the mean score of the two groups. The post-test result revealed that experimental group students significantly improved their conceptual understanding of the topic photosynthesis compared to the control group students. The study concluded that guided inquiry teaching method is more effective than the lecture method in improving students’ conceptual understanding of photosynthesis. Based on the finding of this study, it was recommended that governments should encourage biology teachers to apply guided inquiry teaching method by providing appropriate instructional material. Keywords: Conceptual understanding Guided inquiry, photosynthesis,

Inquiry Teaching in Social Studies and the Social Sciences: A Critical Review of Research Findings 1967–1972

1975 ◽  
Vol 19 (3) ◽  
pp. 276-283
Author(s):  
Colin J. Marsh
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
Teaching Method ◽  
Inquiry Teaching ◽  
Control Groups ◽  
The Social ◽  
Research Designs ◽  
Research Findings ◽  
And Control ◽  
Research Studies

In this paper, twenty-eight recent research studies on inquiry teaching in social studies and the social sciences are reviewed. Although a number of statistically significant results were claimed by the respective researchers, methodological deficiencies in many of the studies greatly reduce the importance of their efforts. Reference is made to a number of research deficiencies, including unsuitable evaluation instruments, lack of comparability of groups, lack of comparability of tasks and instructors for experimental and control groups and inadequate research designs. Although inquiry teaching has become widely espoused as a teaching method in schools, there are few substantial research studies to support its superiority over other teaching methods.

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.

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