Relative Effectiveness of Constructivism and Meta-Learning Teaching Methods on Students’ Academic Achievement and Retention in Basic Electricity in Technical Colleges (Published)
The study determined the relative effectiveness of constructivism and meta-learning teaching methods on academic achievement and retention of basic electricity among Technical College students. A quasi-experimental research design was adopted. Purposive sampling technique was used to select 108 students from four technical colleges in Anambra State. Two technical colleges each were randomly selected to experimental group one and other two technical colleges to experimental group two. Experimental group one used constructivism teaching method while the experimental group two used meta-learning teaching method. The instrument for data collection was Basic Electricity Achievement Test (BEAT). BEAT was developed by the researchers and validated by three experts in the Faculty of Education, Nnamdi Azikiwe University, Awka. Kuder Richardson 20 formula was used to determine the reliability of the instrument which yielded reliability co-efficient of 0.87. Data collected for the study were analyzed using mean for research questions and ANCOVA for null hypotheses at 0.05 level of significance. The result of the study revealed that constructivism teaching method had a significant effect on students’ achievement when compared to meta-learning teaching method. Also the study showed that meta-learning teaching method had a significant effect on students’ retention ability. Based on the findings, it was recommended among others that teachers of basic electricity should adopt the teaching methods that incorporate constructivism teaching method and meta-learning teaching method in teaching and learning of basic electricity in order to enhance knowledge mastery and retention among students.
Keywords: Academic Achievement, Basic Electricity, Constructivism, Meta-learning, Retention, Technical Colleges
The Use of CSCL Environment to Promote Students’ Achievement and Skills in Handmade Embroidery (Published)
The study aimed to investigate the effect of using computer- supported collaborative learning environment in promoting students’ achievement and skills in Handmade Embroidery. To achieve this aim, an achievement test and an observation card for students’ performance in embroidery were developed. Basic Support for Cooperative work (BSCW) was also used to support collaborative work via Internet. Furthermore, the study adopted the experimental approach to determine the relationship between the independent variable, which was (CSCL), and the dependent variables represented in academic achievement and skill performance. The study was carried out on (50) female students from the fourth level of Home Economics department at the college of education. Participants were distributed into two equal groups of (25) students in each. The experimental group was taught through CSCL while the control group studied through the traditional ways of teaching. The study concluded that CSCL environment was more effective than the traditional ways of teaching in promoting students’ achievement and skills in handmade embroidery.
Keywords: Academic Achievement, CSCL environment, Computer-supported collaborative learning, Handmade Embroidery, Students performance
The Use of CSCL Environment to Promote Students’ Achievement and Skills in Handmade Embroidery (Published)
The study aimed to investigate the effect of using computer- supported collaborative learning environment in promoting students’ achievement and skills in Handmade Embroidery. To achieve this aim, an achievement test and an observation card for students’ performance in embroidery were developed. Basic Support for Cooperative work (BSCW) was also used to support collaborative work via Internet. Furthermore, the study adopted the experimental approach to determine the relationship between the independent variable, which was (CSCL), and the dependent variables represented in academic achievement and skill performance. The study was carried out on (50) female students from the fourth level of Home Economics department at the college of education. Participants were distributed into two equal groups of (25) students in each. The experimental group was taught through CSCL while the control group studied through the traditional ways of teaching. The study concluded that CSCL environment was more effective than the traditional ways of teaching in promoting students’ achievement and skills in handmade embroidery.
Keywords: Academic Achievement, CSCL environment, Computer-supported collaborative learning, Handmade Embroidery, Students performance
STUDENTS’ INTEREST IN SOCIAL STUDIES AND ACADEMIC ACHIEVEMENT IN TERTIARY INSTITUTIONS IN CROSS RIVER STATE, NIGERIA (Published)
This research examined students’ interest in social studies and academic achievement in tertiary institutions in Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to direct the study. Ex-post facto research design was adopted for the study. A sample of seven hundred and fifty-three (753) students was randomly selected for the study. The instruments for data collection were the Students’ Interest in social Studies Questionnaire (SISSQ) and Social Studies Achievement Test (SOSAT) developed by the researchers were subjected to validation by experts in measurement and evaluation. The reliability estimate of the instruments was established through the split-half reliability method and it associate Spearman Brown prophecy formula. Pearson product moment correlation analysis was adopted to test the hypothesis at.05 level of significance. The result of the analysis revealed that students’ interest in social studies significantly relate to their academic achievement in the subject. Based on the finding of the study, it was recommended that teachers/facilitators should explain all subject matter in away that each student can comprehend in order to arouse their interest in the subject among others.
Keywords: Academic Achievement, Cross River State, Nigeria, Social Studies, Students’ Interest, Tertiary Institutions