Comparative Effect of Three Teaching Techniques on Students Academic Achievement, Interest And Retention in Radio And Television Trade in Technical Colleges in Kogi State

ABSTRACT

The study investigated the comparative effect of threee teaching techniques (modeling, coaching and scaffolding) on students’ achievement, interest and retention in Radio and Television in Technical Colleges in kogi state. Six research questions were posed and answered, while nine hypotheses were formulated and tested at p > 0.05 level of significance. The study was conducted using quasi-experimental research design. The population for this study comprised all 212 second year students offering Radio and Television trade in the six Technical Colleges in Kogi State. Two sets of instruments were used for data collection. These include Radio and Television Achievement test (RTVAT) and Radio and Television Interest Inventory (RTVII). The radio and television achievement test instrument has been validated by test developer in Radio and Television with National Business and Technical Examination Board while the interest inventory instrument was face validated by experts. A trial testing of the two sets of instruments was carried using 30 randomly selected second year students of Government Technical College Nsukka. For the purpose of ascertaining the internal consistencies of the instruments, Kuder Richardson 20 (K-R 20) was used for the Radio and Television Achievement Test (RTVAT) and a coefficient of 0.71 was obtained. On the other hand, Cronbach Alpha reliability technique was used for obtaining the internal consistency of the Radio and Television Interest Inventory (RTVII) instrument and a coefficient of 0.80 was obtained. Prior to the commencement of the treatment, all students were subjected to a pre-test in order to obtain the pre-test score. The instructional period for this study consisted of eight weeks instructional units in Radio and Television Trade. The topic covered include: operation of common oscillator circuit, principle of modulation and detection, block and other forms of diagram in circuit development, principle of amplifier and their operations. On the eight week of the teaching, achievement post-test was administered to generate post-test data for the study. The items of the achievement test instrument was re-arranged in such a way that item one in the pre-test was not item number one in the post-test instrument. After two weeks of the post-test, retention test was carried out without giving the students prior information using the post-test questions.The concerned class teachers were trained by the researcher to teach and administer the instruments at the stages. The data collected were analyzed using mean while the hypotheses were tested using Analysis of Covariance (ANCOVA) at p < 0.05 level of significant. The findings of the study showed that, all the three teaching techniques (modeling, coaching and scaffolding) significantly increased academic achievement; interest and retention of learning of the students but the group taught with coaching technique had the highest performance followed by the students taught with scaffolding and modeling techniques respectively. The result of the hypotheses tested showed that, there was significant different (p > 0.05) in the mean achievement, interest and retention learning as regards the three teaching techniques. Also, gender of the students significantly (p > 0.05) influence their achievement and interest but did not significantly influence their retention of learning. There is no significant (p > 0.05) interaction effect of the treatment given to the students and their gender with respect to achievement, interest and retention in Radio and Television trade. Based on the findings, the study therefore recommended among others things that more attention should be given to adoption of modern and interactive teaching techniques such as coaching and scaffolding techniques in teaching vocational subject and trade such as radio and television in Nigerian schools and colleges.