EFFECTS OF INSTRUCTIONAL MODEL ON THE ACHIEVEMENT OF BASIC ELECTRICITY STUDENTS IN BORNO STATE TECHNICAL COLLEGES

Abstract

The study determined the effect of constructed electrical instructional models for teaching Basic electricity at the technical college level in Borno state, Nigeria. There are three null hypotheses formulated to guide the study. The design was experimental pre-test post test group control. The population for the study consisted of 90 students from the only two technical colleges that offer basic electricity in the study area. All the population was considered for the study as there was no sampling. The students were randomly assigned to either experimental or control group. Structured questionnaire titled; Basic Electricity Achievement test (BEAT) and Basic Electricity Retention test (BERT) were used for data collection. BEAT and BERT consist of 50 items each with four options. The draft of the BEAT, BERT and table of specification were given to six experts of varied years of teaching basic electricity from Modibbo Adama University of Technology, Yola and Ramat Polytechnic, Maiduguri, for face validation. Z – Test statistic was used to test hypotheses H01 – H0 at 0.05 level of significance. The findings include: there was a significant difference between the mean ratings of BE students, taught BE using constructed electrical models and those students that were taught BE using conventional method, also, there was no significant difference between the mean ratings of students taught BE, using constructed electrical models and those taught using conventional method in their retention test. It was recommended that, workshop should be organized at the technical college level to encourage the use of teacher made models.