Development and Validation of Painting Skills Appropriate for Building Construction Students for Self-Employment in Technical Colleges in Southern Senatorial District of Cross River State (Published)
This study sought to develop and validate painting skills appropriate by building construction students for self-employment in Technical Colleges in Southern Senatorial District of Cross River State. The research and development design was employed for the study. The population used for the study was 563 respondents, comprised 12 building construction teachers, seven experts (Lecturers) and 544 painters from the 51 registered painting companies in the Southern Senatorial District. The sample size used for the study was 335 respondents. Building construction teachers and experts were not sample, however simple random sampling technique was used to sample 316 painters. The instrument that was used for data collection was researcher structure questionnaire titled: “Painting Skills Appropriate for Self-employment (PASASE)”. The instrument contained 13 items, 5 points Likert type scale of Very appropriate =5, appropriate =4, Fairly appropriate =3, Inappropriate =2 and Very Inappropriate =1. The instrument was validated by three experts while Cronbach Alpha reliability was used to determine the internal consistency of the instrument which yielded a reliability coefficient 0.81. The data collected were analyzed using mean, standard deviation, Lawshe Content Validity Ratio and One Way Analysis of Variance (ANOVA). The result shows that all the 13 items relating to painting skills were considered appropriate. The cumulative Content Validity Ratio gave an overall value of 0.956, indicating a high content validity of the painting skills. It was concluded and recommended among others that Teachers should adopt the developed painting skills for teaching painting in Technical College.
Keywords: Development, Self-employment, Technical Colleges, Validation, building construction, painting skills
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