EFFECTS OF SELF- REGULATED LEARNING ON STUDENT LEARNING OUTCOMES IN BLOCKLAYING, BRICKLAYING AND CONCRETING IN TECHNICAL COLLEGES IN SOKOTO STATE

Abstract

The study determined the effects of self-regulated learning on student learning outcomes in Blocklaying, Bricklaying and Concreting (BBC) in Technical Colleges in Sokoto State. Four research questions and four null hypotheses were formulated to guide the study. The study adopted a quasi-experimental noncontrol group pretest and posttest design. 65 BBC TC II students in all the four Technical Colleges in Sokoto State was used as a total population for the study. A simple random sampling technique was used to assign two colleges to experimental group I and two technical colleges to experimental group II. Blocklaying, Bricklaying and Concreting Achievement Test (BBCAT), Blocklaying, Bricklaying and Concreting Student Learning Motivation (BBCSLM) and Blocklaying, Bricklaying and Concreting Interest Inventory (BBCII) were the instruments used for data collection. The instruments were subjected to face validation by three experts from the Department of Industrial and Technology Education, Federal University of Technology Minna. The reliability coefficient of BBCAT was 0.79 using Kuder-Richardson 20 (K-R20) formula, while that of BBCSLM and BBCII were 0.86 respectively using Cronbach Alpha formula. The experiment exercises were carried out in eight weeks period during which, five topics in BBC trade was covered. The pre-test was administered to all the students involved in the research by the first week of the research work before both groups were exposed to the treatments. Data generated was analyzed using Statistical Package for the Social Science (SPSS) version 26. Analysis of covariance (ANCOVA) was used to test the hypotheses while mean was used to answer the research questions. Based on the analyses, it was revealed that self-regulated learning and lecture methods were effective in improving students‘ achievement in BBC trade but self-regulated learning was more effective than lecture method with the mean gain of 38.92. The study also revealed that self-regulated learning and lecture methods were effective in improving students‘ motivation in BBC trade but Self-regulated learning was more effective than lecture method with the mean gain of 1.94 among others. Based on the findings, the study recommended that BBC trade teachers should adopt self-regulated learning approach in teaching BBC course contents in order to improving students‘ achievement in the trade. Also it was recommended among others that the National Board for Technical Education should incorporate self-regulated learning method into the teaching of BBC trade in order to regularly improve students‘ motivation in the trade subject.