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Comparative Effect of Three Teaching Techniques on Students’ Academic Achievement, Interest and Retention in Radio and Television Trade in Technical colleges in Kogi State

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Comparative Effect of Three Teaching Techniques on Students’ Academic Achievement, Interest and Retention in Radio and Television Trade in Technical colleges in Kogi State.

ABSTRACT

The study investigated the comparative effect of threee teaching techniques (modeling, coaching and scaffolding) on students’ achievement, interest and retention in Radio and Television in Technical Colleges in kogi state.

Six research questions were posed and answered, while nine hypotheses were formulated and tested at p > 0.05 level of significance. The study was conducted using quasi-experimental research design.

The population for this study comprised all 212 second year students offering Radio and Television trade in the six Technical Colleges in Kogi State. Two sets of instruments were used for data collection.

These include Radio and Television Achievement test (RTVAT) and Radio and Television Interest Inventory (RTVII).

The radio and television achievement test instrument has been validated by test developer in Radio and Television with National Business and Technical Examination Board while the interest inventory instrument was face validated by experts.

A trial testing of the two sets of instruments was carried using 30 randomly selected second year students of Government Technical College Nsukka.

For the purpose of ascertaining the internal consistencies of the instruments, Kuder Richardson 20 (K-R 20) was used for the Radio and Television Achievement Test (RTVAT) and a coefficient of 0.71 was obtained.

On the other hand, Cronbach Alpha reliability technique was used for obtaining the internal consistency of the Radio and Television Interest Inventory (RTVII) instrument and a coefficient of 0.80 was obtained.

Prior to the commencement of the treatment, all students were subjected to a pre-test in order to obtain the pre-test score. The instructional period for this study consisted of eight weeks instructional units in Radio and Television Trade.

The topic covered include: operation of common oscillator circuit, principle of modulation and detection, block and other forms of diagram in circuit development, principle of amplifier and their operations. On the eight week of the teaching, achievement post-test was administered to generate post-test data for the study.

The items of the achievement test instrument was re-arranged in such a way that item one in the pre-test was not item number one in the post-test instrument. After two weeks of the post-test, retention test was carried out without giving the students prior information using the post-test questions.

The concerned class teachers were trained by the researcher to teach and administer the instruments at the stages. The data collected were analyzed using mean while the hypotheses were tested using Analysis of Covariance (ANCOVA) at p < 0.05 level of significant.

The findings of the study showed that, all the three teaching techniques (modeling, coaching and scaffolding) significantly increased academic achievement; interest and retention of learning of the students but the group taught with coaching technique had the highest performance followed by the students taught with scaffolding and modeling techniques respectively.

The result of the hypotheses tested showed that, there was significant different (p > 0.05) in the mean achievement, interest and retention learning as regards the three teaching techniques.

Also, gender of the students significantly (p > 0.05) influence their achievement and interest but did not significantly influence their retention of learning.

There is no significant (p > 0.05) interaction effect of the treatment given to the students and their gender with respect to achievement, interest and retention in Radio and Television trade.

Based on the findings, the study therefore recommended among others things that more attention should be given to adoption of modern and interactive teaching techniques such as coaching and scaffolding techniques in teaching vocational subject and trade such as radio and television in Nigerian schools and colleges.

TABLE OF CONTENTS

Page no.
TITLE PAGE I
APPROVAL II
CERTIFICATION III
DEDICATION IV
ACKNOWLEDGEMENT V
TABLE OF CONTENTS VI
LIST OF TABE X
LIST OF FIGURE- XI
ABSTRACT XII

CHAPTER I: INTRODUCTION

Background of the Study 1
Statement of the Problem 10
Purpose of the Study 12
Significance of the Study 12
Research Questions 14
Hypotheses 15
Scope of the Study 16

CHAPTER II: REVIEW OF RELATED LITERATURE 17

Schema for Conceptual Framework 18
Conceptual Framework 18
Teaching Instructional Techniques 24
Modelling 25
Coaching 27
Scaffolding 29
Uses of Teaching Techniques in Improving: 32
Achievement in Radio and Television
Interest in Radio and Television 34
Retention in Radio and Television 35
Gender in Technical Courses 38
Gender Issues in Electrical / Electronics 44
Radio and Television Trade in Technical Colleges 46
Technical College Education in Nigeria 48
Conventional Teaching Method in the Technical College 53
Need to Change Teaching Method in Technical College 62
Theoretical Framework 86
Howard Gardner Multiple Intelligence Theory 87
Bandura’ Social Learning Theory 90
Vygotsky Theory 95
Review of Related Empirical Studies 101
Summary of Review of Related Literature 113

CHAPTER III: METHODOLOGY

Design of the Study 116
Areas of the Study 117
Population 117
Sample and Sampling Technique 117
Instrument for Data Collection 118
Validation of the Instrument 118
Reliability of the Instrument 119
Experimental Procedure 119
Control of Extraneous Variables 120
Experimental Conditions- 120
Method of Data Collection 121
Method of Data Analysis 122

CHAPTER IV: PRESENTATION AND ANALYSIS OF DATA

Research Question 1 123
Research Question 2 124
Research Question 3 125
Research Question 4 126
Research Question 5 127
Research Question 6 128
Hypotheses 1-3 130
Hypotheses 4-6 132
Hypotheses 7-9 134
Findings of the Study 135
Discussion of Findings 137
Effects of the teaching techniques on students interest 138
Effects of the teaching techniques on students retention 139
Gender effect of the teaching techniques on students’ achievement 140
Gender effect of the teaching techniques on students’ interest 141
Gender effect of the teaching techniques on students’ retention of learning 142

CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATION

Re-statement of the Problem 144
Summary of the procedure 146
Major Findings 147
Implication of the Findings 149
Conclusion 150
Recommendation 151
Suggestion for Further Study 151
REFERENCE 153
APPENDICES 171

INTRODUCTION

1.1 Background of the Study

Radio and Television (RTV) trade are among the skilled areas studied in technical colleges. They involve the application of scientific knowledge in the design, selection of materials, operation and maintenance and troubleshooting in electronic gadgets.

Radio and Television trade programme aims at producing craftsman who will be able to perform basic functions in RTV servicing both in the private and public sector (National Board for Technical Education (NBTE) (2004).

A craftsman is expected to test, diagnose, trouble  shoot, service and completely repair any fault relating to the servicing, assembling of main units and systems to the manufacturer’s standard as specified in the technical college curriculum for Radio and Television work (National Business and Technical Examination Board} (NABTEB) (2006).

A national curriculum is adopted in all Technical Colleges. Technical college programmes are offered at two levels leading to the award of National Technical Certificate (NTC) and Advanced National Technical Certificate (ANTC) for craftsmen (Federal Ministry of Education, 2004).

The curriculum for radio and television work in the technical colleges was developed to offer a complete general education in addition to occupational area.

The curriculum of Radio and Television trade is designed to include areas like solid state devices, maintenance and semi-conductor devices, electron tubes.

Radio and television are systems and as such are made up of component parts that are interrelated. Various parts are connected together to perform a specific function.

REFERENCES

Achebe, C.C (1999).Social limitation of academic women to the pursuit of excellence.Nigeria Journal of Education Studies and Research 2, (10).

Adeola, K.L (2004) The effects of peer-tutoring on students academic achievement in business studies Unpublished M.Ed. dissertation. Department of Vocational and Technical Education, University of Benin, Benin City.

Adesina, A.I, (2002). Basic electronics. Lagos: Noble Prints and Concepts Ltd.

Adewoyin, J.A (1999). Introduction to educational technology. Lagos: John-lad Publishers Ltd.

Adigwe, C.M (1999).Curriculum issues and Instructional material production and Utilizations for the secondary schools in Media Technology Research, A Journal of CUDIMAC..1 (1) 267-274.

Agbaegbu, C.N, (1999).Effect of peer and self assessment techniques on the students’ academic achievement and interest in geography. An Unpublished Ph.D Thesis. Department of Vocational Teacher Education. University of Nigeria, Nsukka

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