Article Number: DRJEVS14919893
Vol. 1 (2), pp. 60-67, November 2019
Copyright © 2019
Author(s) retain the copyright of this article
Original Research Article
Effect of Three Modes of Teaching on Students’ Academic Achievement in Electronics Works in Technical Colleges in Rivers State
This study was set out to determine the effect of three modes of teaching on students’ academic achievement in electronics works in technical colleges in Rivers State. The study also examined the influence of gender on students’ achievement in electronics works. Two research questions and two hypotheses tested at 0.05 level of significance guided the study. The design of the study was pre-test, post-test non-equivalent control group quasi-experimental study. A sample size of 174 students drawn from a population of 267 Voc. II students in Rivers State technical colleges were used. To obtain the sample, two technical colleges were purposively selected. Three intact classes were randomly selected and assigned to experimental group 1, experiment group 2, and the control group. The Electronics Works Achievement Test (EWAT) of 30 question items was the instrument developed for the study. The instrument was validated by three experts in technology and vocational education. A reliability coefficient of 0.67 was obtained using Kuder-Richardson 20 and Pearson’s Product Moment Correlation methods. Data collected were analyzed using mean with standard deviation to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. It was found that students taught with real instructional resources mode of teaching achieved better in electronics works. Some recommendations were made among which was; workshops/seminars should be organized for electronics works teachers, in order to enable them to use real instructional resources mode of teaching excellently in the classroom.
Keywords: Modes, teaching, students, academic, achievement, electronics, works, technical and college