Effect of Task Instruction Sheets on Metalwork Technology Students’ Achievement and Retention in Colleges of Education in South West, Nigeria

Description

Download Effect of Task Instruction Sheets on Metalwork Technology Students’ Achievement and Retention in Colleges of Education in South West, Nigeria. Vocational Teacher Education students who are writing their projects can get this material to aid their research work.

Abstract

The study investigated the effect of task instruction sheets (TIS) on metalwork technology students’ achievement and retention in Colleges of Education. The study adopted the quasi-experimental research design, specifically, pretest, posttest nonequivalent control group design which involved groups of students in the intact classes.

The population of the study comprised all the 315, hundred levels, two hundred and three hundred level students offering metalwork technology in the seven Colleges of Education in South West. Two Colleges of Education out of the seven Colleges were purposively selected and all the 139 students offering metalwork technology in the two Colleges were involved in the study.

This number is made up of thirty, 100  level, twenty-nine, 200 level and four, 300 level students which constituted the experimental groups assigned to task instruction sheets (TIS) while fifty-six, 100 level, sixteen, 200 hundred level and four, 300 hundred level students which constituted the control groups assigned to conventional (lecture cum demonstration)  method.

Introduction

The years of British colonial rule in Nigeria so much transformed her pre-colonial culture that, by the time Nigeria gained independence in 1960, a great deal of the British educational system, British moral values, and the English Language had already become nationally accepted and entrenched in virtually every aspect of Nigeria’s national psyche.

According to Mahdi Adamu in Clark, E, and Jegede, D. (1992:24): By virtue of the colonial experience, the English Language became our official language through which pre-primary, primary, and post-primary education is taught in this country.

Official actions and utterances in this country have shown that to be formally literate, one needs to learn to read and write in the English language.

In the field of political culture also, the similarities are clear and distinct. It was the British type of parliamentary democracy that Nigeria’s first democratic experience was fashioned after from 1960 – 1966 until 1979 when Nigeria embraced the American political system.

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