Effects of Kolb’s Experiential and Gardner’s Multiple Intelligence Learning Models on Students’ Achievement in Basic Electricity in Technical Colleges

K. R. E. Okoye, Ogumah Bamidele, Adams Oseiza

Abstract


The study investigated the effects of Kolb’s Experiential and Gardner’s multiple intelligence learning models on students’ achievement in Basic Electricity in Technical Colleges in Gombe state. Four research questions and four null hypotheses guided the study. The hypotheses were tested at a 0.05 level of significance. A quasi-experimental design was adopted for the study. The study sample consisted of 118 NTC2 students, who were 95 males and 23 females. A purposive sampling technique was used to select two schools from the Gombe and Yamaltu Deba Educational zones. Two intact classes tagged Kolb’s and Gardner were used. The instruments used for data collection were 50 objective questions and a psychomotor test question developed by the researcher which was administered as a pre-test, and post-test to the two groups. The Pearson correlation coefficient formula was used to establish the reliability of the instrument which yielded a 0.81 correlation coefficient. The research questions were answered using mean scores whereas the hypotheses were tested using ANCOVA.  The mean scores and ANCOVA results were calculated using SPSS version 23. The result showed that students taught with Gardner significantly impacted the academic performance of the students. The result for education implies that Gardner's multiple intelligence learning model is an effective mode of teaching capable of improving students’ performance in Basic Electricity. Given the findings, it was recommended among others that the Gardner multiple intelligence learning model should be adopted in technical colleges, secondary schools and vocational schools for instruction in Basic Electricity to improve the academic performance of the students. 


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