Effects of Kolb’s Experiential and Gardner’s Multiple Intelligence Models on Students Interest on Basic Electricity in Technical Colleges in Gombe State, Nigeria.

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’ interest in Basic Electricity in Technical Colleges in Gombe state. Two research questions and two 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 instrument used for data collection was an interest inventory developed by the researcher which was administered to the two groups. Cronbach Alpha was used to establish the reliability of the interest inventory and 0.84 was obtained. 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 interest of the students. Results also showed that the effect of Gardner on interest was not significant about gender. The result for education implies that Gardner's multiple intelligence learning model is an effective mode of teaching capable of improving students’ interest in Basic Electricity. Given the findings, it was recommended among others that Gardner's multiple intelligence learning model should be adopted in technical colleges, secondary schools and vocational schools for instruction in Basic Electricity to improve the interest ability of the students.      


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References


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