Publication Information
Journal: NAU Journal of Technology and Vocational Education
Volume: 7 (2022)
COMPARATIVE EFFECT OF LECTURE METHOD AND MULTIPLE INSTRUCTIONAL APPROACH ON STUDENTS’ COGNITIVE ACHIEVEMENT IN BASIC TECHNOLOGY IN OSUN STATE
Ogundare, A. M
predestinedray@gmail.com Department of Technology and Vocational Education, Nnamdi Azikiwe University
Ibeneme, O. T
ot.ibeneme@unizik.edu.ng Department of Technology and Vocational Education, Nnamdi Azikiwe University
The study compared the effect of lecture method and multiple instructional approach on
students’ cognitive achievement in basic technology. Two research questions were answered and
two null hypotheses were tested at 0.05 level of significance. Quasi-experimental design was
adopted for the study, specifically, the non-equivalent control group design. The study was
carried out in Ilesa Education Zone of Osun State. The population of the study was 1,876 JSS
two students, while the sample comprised 80 JSS two students drawn from two intact classes in
two junior secondary schools in Ilesa. Experimental group was taught using multiple
instructional approach, while the Control group was taught using lecture method. The treatment
lasted for four weeks after pretest has been administered using Basic Technology Achievement
Test (BTAT) as instrument for data collection. The instrument was subjected to face and content
validity. Test-retest method was adopted to establish reliability of the instrument which yielded a
coefficient of 0.75. Data collected were analyzed with mean and analysis of covariance
(ANCOVA). The result revealed that students taught with multiple instructional approach
performed better than students taught with lecture method in basic technology. There was no
significant difference in the mean scores of male and female students in basic technology after
the treatment. Based on the findings of the study, it was recommended that relevant agencies
should instruct basic technology teachers to adopt multiple instructional approach when teaching
to enhance students’ cognitive achievement.
students’ cognitive achievement in basic technology. Two research questions were answered and
two null hypotheses were tested at 0.05 level of significance. Quasi-experimental design was
adopted for the study, specifically, the non-equivalent control group design. The study was
carried out in Ilesa Education Zone of Osun State. The population of the study was 1,876 JSS
two students, while the sample comprised 80 JSS two students drawn from two intact classes in
two junior secondary schools in Ilesa. Experimental group was taught using multiple
instructional approach, while the Control group was taught using lecture method. The treatment
lasted for four weeks after pretest has been administered using Basic Technology Achievement
Test (BTAT) as instrument for data collection. The instrument was subjected to face and content
validity. Test-retest method was adopted to establish reliability of the instrument which yielded a
coefficient of 0.75. Data collected were analyzed with mean and analysis of covariance
(ANCOVA). The result revealed that students taught with multiple instructional approach
performed better than students taught with lecture method in basic technology. There was no
significant difference in the mean scores of male and female students in basic technology after
the treatment. Based on the findings of the study, it was recommended that relevant agencies
should instruct basic technology teachers to adopt multiple instructional approach when teaching
to enhance students’ cognitive achievement.
Abubakar, A. A. (2015). Effect of instructional video on academic performance in social
studies students in secondary school in Kastina State, Nigeria. Unpublished M.ED
Dissertation. Department of Educational Foundations and Curriculum, Faculty of
Education, Ahmadu Bello University, Zaria, Nigeria.
Akinleye, G. A. (2010, April). Enhancing the quality of life in this complicated but dynamic
world. 25th Inaugural Lecture, University of Ado-Ekiti.
Akpan, G. A., Usoro, H. S., Akpan, I. G., & Ekpo, A. B. (2010). Effects of team teaching on students performance in introductory technology in secondary schools in Akwa Ibom
State, Nigeria. African Research Review, 4(3b), Pp 41-54.
Ayeni, A.J. (2011). Teachers’ professional development and quality assurance in Nigerian
secondary schools. World Journal of Education,1(2), 143- 149.
Hesson, K. & Shad, S. 2005. Teacher perspectives on integrating ICT into subject teaching:
commitment, constraints, caution and change. Journal of Curriculum Studies, 372, 155-
192.
Lenga, F. K. (2001). Girls’ strengths and weaknesses in learning of science, mathematics and
technology subjects. Proceedings of FEMSA/AFCLIST Gender Workshop. Nairobi,
Kenya. December 6-8.
Nwoji, R. J. (2000). Improving the teaching and learning of Introductory Technology through
the
use of media. Journal of Science Teachers Association of Nigeria, 16 (16), 45 – 50.
Obiekwe, O. F. (2008). Effect of constructivist-based Instructional Model on Senior
Secondary Students Achievement in Biology. STAN proceeding of the 50th
anniversary conference.
Odundo, P. A. (2013). Effect of application of instructional methods on learners achievement
in business studies in secondary schools in Kenya department of education.
International Journal of Education and Research, 1(1), 5.
Ogbuanya, T. C. (2010). Effect of multiple intelligence-based instruction approach on students’
cognitive achievement in Technical College Electronics technology. Journal of
Vocational and Adult Educations. 7(1).
Okoro, A. U. (2011). Effect of interaction patterns on achievement and interest in biology
among secondary school in Enugu State Nigeria. Unpublished MEd Project, University
of Nigeria, Nsukka. Science Education
Tebabal, A., & Kahssay, G. (2011). Effect of student-centered approach on improving
Students’ graphical interpretation skills and conceptual understanding of kinematical
motion. Lat. Am. J. Phy. Edu, 5(2),374-381.
Uwameiye, R., & Ojikutu, R.A. (2008). Effect of team teaching on the academic achievement
of students in introductory technology. Retrieved from
http://www.itdl.org/Journal/Oct_08/article05.htm.
studies students in secondary school in Kastina State, Nigeria. Unpublished M.ED
Dissertation. Department of Educational Foundations and Curriculum, Faculty of
Education, Ahmadu Bello University, Zaria, Nigeria.
Akinleye, G. A. (2010, April). Enhancing the quality of life in this complicated but dynamic
world. 25th Inaugural Lecture, University of Ado-Ekiti.
Akpan, G. A., Usoro, H. S., Akpan, I. G., & Ekpo, A. B. (2010). Effects of team teaching on students performance in introductory technology in secondary schools in Akwa Ibom
State, Nigeria. African Research Review, 4(3b), Pp 41-54.
Ayeni, A.J. (2011). Teachers’ professional development and quality assurance in Nigerian
secondary schools. World Journal of Education,1(2), 143- 149.
Hesson, K. & Shad, S. 2005. Teacher perspectives on integrating ICT into subject teaching:
commitment, constraints, caution and change. Journal of Curriculum Studies, 372, 155-
192.
Lenga, F. K. (2001). Girls’ strengths and weaknesses in learning of science, mathematics and
technology subjects. Proceedings of FEMSA/AFCLIST Gender Workshop. Nairobi,
Kenya. December 6-8.
Nwoji, R. J. (2000). Improving the teaching and learning of Introductory Technology through
the
use of media. Journal of Science Teachers Association of Nigeria, 16 (16), 45 – 50.
Obiekwe, O. F. (2008). Effect of constructivist-based Instructional Model on Senior
Secondary Students Achievement in Biology. STAN proceeding of the 50th
anniversary conference.
Odundo, P. A. (2013). Effect of application of instructional methods on learners achievement
in business studies in secondary schools in Kenya department of education.
International Journal of Education and Research, 1(1), 5.
Ogbuanya, T. C. (2010). Effect of multiple intelligence-based instruction approach on students’
cognitive achievement in Technical College Electronics technology. Journal of
Vocational and Adult Educations. 7(1).
Okoro, A. U. (2011). Effect of interaction patterns on achievement and interest in biology
among secondary school in Enugu State Nigeria. Unpublished MEd Project, University
of Nigeria, Nsukka. Science Education
Tebabal, A., & Kahssay, G. (2011). Effect of student-centered approach on improving
Students’ graphical interpretation skills and conceptual understanding of kinematical
motion. Lat. Am. J. Phy. Edu, 5(2),374-381.
Uwameiye, R., & Ojikutu, R.A. (2008). Effect of team teaching on the academic achievement
of students in introductory technology. Retrieved from
http://www.itdl.org/Journal/Oct_08/article05.htm.