Effect of challenge-based and activity-based instructional techniques on motor vehicle mechanics students learning outcomes in technical colleges in Kano State.

Abstract

The study investigated the effect of challenge-based and activity-based instructional techniques on motor vehicle mechanics students learning outcomes in technical colleges in Kano State. Two research question and two null hypotheses guided the study. A Quasi experimental research design was adopted for the study. The study was conducted on motor vehicle mechanics students from two technical colleges (Government Technical College, Kano and Government Technical College, Ungogo) in Kano State. Purposive sampling technique and simple random sampling technique was adopted for this study. A purposive sampling technique was used to select two technical colleges that offer MVM trade from the six technical colleges. A simple balloting technique also used to assign a school to the experimental group (Challenged-based teaching strategy) and the other school to control group (Activity-based teaching strategy). The total of 65 TC II students from the two technical colleges chooses. The instruments that were used for data collection are Motor Vehicle Mechanics Works Achievement Test (MVMWAT), and MVMW Psychomotor Skills Achievement Test (MVMWPSAT) validated by three experts from Department of Industrial and Technology Education, Federal University of Technology, Minna Niger State. The reliability coefficient of the instrument was determined to be 0.88 through Cronbach Alpha Statistics. Descriptive and inferential statistics was used to analyse the data. The null hypotheses were tested using Analysis of Covariance (ANCOVA) at .05 level of significance. The findings among others revealed that Students taught MVMW with activity-based instructional technique have higher cognitive achievement in mean gain with 26.31 than the challenge-based instructional techniques with mean gain of 22.95, Students taught MVMW with activity-based instructional technique have higher psychomotor skills achievement mean gain with 1.55 than the challenge-based instructional techniques with mean gain of 1.15. Based on the finding it was recommended that the ministry of Education should review the curriculum for MVMW with a view to incorporate activity-based instructional techniques into the teaching and learning of MVMW to improve the cognitive and psychomotor achievement of the students. Technical college teachers should be sensitized on the efficacy of activity-based instructional techniques through conference, seminars and workshops.