THE USE OF INSTRUCTIONAL MODELS IN TEACHING ENGINEERING DRAWING: ACADEMIC ACHIEVEMENT AND ABILITY LEVEL REFLECTION
Abstract
Abstract
The study investigated the effect of Instructional models on Secondary School learners’ academic achievement and ability in Engineering drawing (ED).Two research questions and two hypotheses guided the study. All ED learners in public senior secondary schools participated in the study. Forty //nine ED learners of two intact classes drawn from the participating schools were randomly assigned to experimental and control groups respectively. Engineering Drawing Achievement Test (EDAT) was used for data collection. The instrument and lesson plan used for the study were validated by 5 experts. Pearson Product correlation coefficient formula was used to determine the reliability of the instrument after subjecting it to pilot testing in a similar school with the participating schools. The learners were grouped into low and high achiever using their sessional results from their various schools. The study adopted a 2 x 2 factorial design. Mean was used to answer the research questions while hypotheses were tested with ANCOVA at .05 probability level The findings of the study revealed a significant difference in students’ academic achievement in favour of the experimental group. The high and low ability learners in the experimental group also achieve more when compared with high and low ability learners in the control group. The study recommended among others that ED teachers should develop the habit of using models in teaching ED in order to enhance the academic achievement of learners and also bridge the gap between high and low ability learners.
Abstract
The study investigated the effect of Instructional models on Secondary School learners’ academic achievement and ability in Engineering drawing (ED).Two research questions and two hypotheses guided the study. All ED learners in public senior secondary schools participated in the study. Forty //nine ED learners of two intact classes drawn from the participating schools were randomly assigned to experimental and control groups respectively. Engineering Drawing Achievement Test (EDAT) was used for data collection. The instrument and lesson plan used for the study were validated by 5 experts. Pearson Product correlation coefficient formula was used to determine the reliability of the instrument after subjecting it to pilot testing in a similar school with the participating schools. The learners were grouped into low and high achiever using their sessional results from their various schools. The study adopted a 2 x 2 factorial design. Mean was used to answer the research questions while hypotheses were tested with ANCOVA at .05 probability level The findings of the study revealed a significant difference in students’ academic achievement in favour of the experimental group. The high and low ability learners in the experimental group also achieve more when compared with high and low ability learners in the control group. The study recommended among others that ED teachers should develop the habit of using models in teaching ED in order to enhance the academic achievement of learners and also bridge the gap between high and low ability learners.
