Impact of Instructional Methods on Academic Achievement of Radio, Television and Electronics Works Students with Different Learning Styles in Technical College in Kano State, Nigeria

Abstract

The objective of this study was to investigate the impact of three instructional methods on the academic achievement of students studying Radio, Television, and Electronics Works (RTVEWS) with different learning styles. Three research questions were formulated, and three null hypotheses were proposed to guide the study, which were tested at a significance level of p<0.05. Relevant literature was reviewed to support the study's findings. Two research designs were employed: a pre-test-post-test non-equivalent control group quasi-experimental design and a descriptive survey research design. The population of the study comprised all 83 NTC II RTVEWS students from three selected schools, determined through purposive sampling. The study utilized an Achievement test instrument (ATRTVEWS) and a Structured Questionnaire (PLSEWSQ) for data collection, both of which underwent content and face validation. Reliability was established using Cronbach’s Alpha and Pearson Product Moment Correlation. Hypotheses were tested using the Z-test at a significance level of 0.05. The collected data were analyzed using frequency count and mean value range, as well as grade points to address research question one. Mean and standard deviation were employed to address research questions one to three. ANOVA was used to test hypotheses one to three. The results indicated a significant difference between the mean scores of the pre-test and post-test in the ARTVEWS achievement test. Additionally, a significant difference was observed in the mean performance scores of students with different learning styles when taught using demonstration and problem-based methods. However, no significant difference was found in the mean achievement scores of students with different learning styles when taught using the project-based teaching method. In cases where significant differences were identified, Scheffes comparison test was conducted to determine the groups responsible for these differences. The findings of this study revealed the existence of different learning styles among RTVEWS students. Based on these findings, the researcher recommends that RTVEW teachers employ an integrated teaching approach that incorporates demonstration, problem-based, and project-based methods. By varying their teaching methods, teachers can accommodate students' preferred learning styles, thereby enhancing their performance, achievement, and retention. Furthermore, the researcher recommends that curriculum development and implementation agencies such as the NBTE and NCCE incorporate learning styles as an approach and strategy for teaching RTVEW, aiming to improve overall performance, achievement, and retention.