Comparative Effects of Structured and Guided Inquiry Instructional Techniques on Students’ Academic Achievement in Basic Electricity in Kwara State Technical Colleges

The problem of the study. The conventional assessment methods used in evaluating the academic achievement of students have been saddled with deficiencies. Research methods. This study examined the effect of assessment for learning method on students’ academic achievement in carpentry and joinery works in technical colleges in Edo and Delta States, Nigeria using quasi-experimental research design. The population for this study comprised of 430 students and the sample size was 68 vocational II carpentry and joinery students from two intact classes randomly drawn from the 12 technical colleges in Edo and Delta States. The instrument used for data collection was Carpentry and Joinery Works Achievement Test (CJWAT) developed by the researcher from NBTE curriculum. The instrument was tested by three experts. The reliability of CJWAT was calculated using Kuder Richardson formulae 21 (KR-21) and a reliability coefficient of .78 was achieved. Mean and standard deviation were used to address study questions whereas one-way and two-way Covariance Analysis (ANCOVA) were used to evaluate hypotheses at a .05 level of significance. Results. The study's findings revealed that the learning method assessment (9.43) had a higher achievement score than the traditional method of assessment (5.25), indicating that the learning method assessment had a greater impact on student achievement in carpentry and carpentry than the traditional method of assessment. One-way ANCOVA result, F(1,77) = 56.75, p = .000 indicates a significant difference between the two assessment methods with regards to students’ achievement in carpentry and joinery trade. Female students (9.34) find the Assessment for Learning Method to be marginally more effective than male students (9.30). On the other hand, the Two-way ANCOVA result, F(1,75) = 1.83, p = .180 shows no significant difference between the academic achievement scores in carpentry and joinery trade of the students’ based on gender. It is therefore concluded that there is a significant difference between the mean achievement scores of students assessed with Assessment for Learning method and those assesses with the conventional assessment method in favour of assessment for learning method and no significant difference between the mean achievement scores of male and female students assessed with assessment for learning method at post-test. Conclusion. It was proposed, among other items, that the government and all stakeholders organize and fund seminars, conferences and workshops for technical teachers on a regular basis to attend and learn how to adopt assessment for learning method in educational institutions through the application of rubrics and portfolios.

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

Middle Eastern Journal of Research in Education and Social Sciences ◽

10.47631/mejress.v2i1.153 ◽

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.

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

Journal of Education and Development ◽

10.20849/jed.v4i2.757 ◽

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.

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Técnicas de enseñanza para un desempeño eficaz del estudiante

Revista Relep - Educación y Pedagogía en Latinoamérica ◽

10.46990/relep.2020.2.2.225 ◽

2021 ◽

Vol 2 (2) ◽

pp. 112-130

Author(s):

María Teresa Rivera Morales ◽

José María Guajardo Espinoza ◽

Edgar Humberto Macias Escobedo ◽

Angela Gabriela Molina Arriaga

Keyword(s):

High School ◽

Academic Achievement ◽

High School Students ◽

Empirical Model ◽

School Students ◽

Instructional Techniques ◽

Effective Performance ◽

Prediction And Control ◽

Lineal Regression ◽

And Control

El objetivo de esta investigación es conocer y describir un modelo empírico para un desempeño eficaz a partir de las técnicas en estudiantes de bachillerato. El diseño de investigación es cuantitativo, de tipo transversal y de predicción y control. La recolección de datos fue por medio de una encuesta. La muestra fue estratificada por semestre y sección de un bachillerato de la ciudad de Saltillo, Coahuila, seleccionando a un total de 263 estudiantes, de los cuales, 65% fueron mujeres y 35% hombres. Para la obtención de resultados, se realizó un análisis de regresión lineal, obteniendo un modelo a partir del lugar donde se desarrolla el aprendizaje y otro en relación con las técnicas empleadas por el docente. Concluyendo que las técnicas de instrucción que manejen aprendizajes elaboracionales deductivos y las representaciones de éstos en formatos visuales son fuente de un mejor aprovechamiento académico de los alumnos. AbstractThe objective of this investigation is to understand and outline an empirical model for effective performance drawn from techniques in high school students. The investigative design is quantitative under a transversal type and of prediction and control. The recollection of data was performed with the use of a questionnaire. The sample was stratified per semester and section in a high school in Saltillo Coahuila where a total of 263 students were selected, those of which 65% were female and 35% were male. To obtain the findings, an analysis of a lineal regression was used, obtaining a model from where learning takes place and another in relation to techniques applied by the teacher. Concluding that instructional techniques which manage deductive elaborational learning and the representation of these through visual formats are a source of greater academic achievement of students.

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

Advances in Social Sciences Research Journal ◽

10.14738/assrj.712.9258 ◽

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

International Research in Higher Education ◽

10.5430/irhe.v5n1p34 ◽

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.

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