Instructional Methods on Students’ Performance in Polytechnics : Current School News

Differential Effects of Three Instructional Methods on Students’ Performance in Building Technology in Polytechnics in Nigeria

Differential Effects of Three Instructional Methods on Students’ Performance in Building Technology in Polytechnics in Nigeria.


The purpose of this study was to determine the effects of peer tutoring, reciprocal peer tutoring and conventional teaching method on students’ performance in Building Technology. The population of the study consisted of all the 232 ND II students in the four Polytechnics offering Building Technology in Edo, Delta and Ondo States of Nigeria. The study sample was made up of 192 ND II Building Technology students.

Purposive random sampling technique was used in selecting three out of the four Polytechnics offering Building Technology in the three States. In each of the Polytechnics, the ND II Building Technology intact classes were randomly assigned to peer tutoring, reciprocal peer tutoring and conventional teaching method treatments, respectively.

The quasi-experimental research design which utilized non-randomized pretest, post-test, experimental-control group design was employed. Four null hypotheses were tested at 0.05 level of significance. The instruments used for data collection – the Building Technology Achievement Test (BTAT) and the Workplace Skill Rating Scale (WRRS) were used for both pre-test and post-test.

BTAT consisted of 80 multiple choice items and had a reliability co-efficient of 0.83 which was obtained using Kuder Richardson’s formula 20. BTAT was validated by five Building Technology experts from Universities and Polytechnics. WSRS was a 45-item instrument, with a three-point scale that was adapted from Ottawa: The Conference Board of Canada (2000). 


Background of the Study Building Technology is one of the academic programmes in environmental design and technology in Polytechnics and Universities. It consists of the following courses: building construction, building science and properties of materials, workshop practice and technology, technical drawing, architectural design and drawing, surveying, structural mechanics, engineering geology and basic soil mechanics, tendering and estimating, measurement of building works and specifications, site and industrial management, principles of law and building contracts, maintenance and fire technology, structural design and detailing, budgeting and financial control, quantities and specifications and other prescribed general education courses (National Board for Technical Education (NBTE), 2003).

The completion of these courses leads to the award of the National Diploma (ND). The ND programme is aimed at producing technicians who will be able to perform basic functions in Building Technology practice, both in the private and public sector (NBTE, 2003). The objectives of the ND programme, according to NBTE (2003), are to produce diploma holders who will assist the professional builders in the areas of: (i) production of simple buildings; (ii) maintenance of simple buildings; (iii) management of small projects; (iv) costing of simple construction works; (v) cost control techniques in minor construction and engineering works; and (vi) selection of materials and technicians for new building systems.

These objectives properly fit into section (1) number (7d) of the national policy on education, which emphasizes the acquisition of appropriate skills and the development of mental, physical and social abilities and competencies as equipment for the individual to live in and contribute to the development of the society (Federal Republic of Nigeria 2 (FRN), 2004). FRN in the realization of importance of skill acquisition for self-reliance and the dynamic nature of technology emphasized Technical and Vocational Education in her national policy on education. Technical and Vocational Education is looked upon as a technology based programme


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CSN Team.

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