CHALLENGE-BASED AND ACTIVITY-BASED INSTRUCTIONAL TECHNIQUES ON MOTOR VEHICLE MECHANICS STUDENTS LEARNING OUTCOMES INTECHNICAL COLLEGES IN KANO STATE, NIGERIA

Abstract

The study investigated the effect of challenge-based and activity-based instructional techniques on motor vehicle mechanics students’ learning outcomes in technical colleges in Kano State. Two research question  and two null hypotheses  guided the  study. A  Quasi  experimental research  design  was  adopted  for  the  study.  The  study  was  conducted  on  motor  vehicle mechanics students from two technical colleges (Government Technical College, Kano and Government Technical College, Ungogo) in Kano State. Purposive sampling technique and simple  random  sampling  techniques  were  adopted  for  this  study.  A  purposive  sampling technique was used to select two technical colleges that offer MVM trade from the six technical colleges. A simple balloting technique was used to assign a school to the experimental group (Challenged-based teaching strategy) and the other school to control group (Activity-based teaching strategy). A total of  65 TC II students from the two technical colleges were selected. The instruments that were used  for data collection are Motor Vehicle Mechanics Works Achievement  Test  (MVMWAT),  and  MVMW  Psychomotor   Skills  Achievement  Test (MVMWPSAT) validated by three experts from Department of Industrial and Technology Education, Federal University of Technology, Minna Niger State. The reliability coefficient of the instrument was determined to be 0.88 through Cronbach Alpha Statistics. Descriptive and inferential  statistics was used to  analyse the  data. The null hypotheses were tested using Analysis of Covariance (ANCOVA) at .05 level of significance. The findings among others revealed that Students taught MVMW with activity-based instructional technique have higher cognitive  achievement  with  mean  gain  of  26.31  than  the  challenge-based  instructional techniques with mean gain of 22.95, Students taught MVMW with activity-based instructional technique have higher psychomotor skills achievement mean gain with 1.55 than the challenge- based  instructional  techniques  with  mean  gain   of  1.15.  Based  on  the  findings  it  was recommended that the ministry of Education should review the curriculum for MVMW with a view to incorporate activity based instructional techniques into the teaching and learning of MVMW to improve the cognitive and psychomotor achievements of the students. Technical college teachers should be sensitized on the efficacy of activity-based instructional techniques through conference, seminars and workshops.