COMPARATIVE EFFECT OF KOLB’S EXPERIENTIAL LEARNING MODEL AND GARDNER’S MULTIPLE INTELLIGENCE LEARNING MODEL ON STUDENTS’ ACHIEVEMENT AND INTEREST IN AUTO-ELECTRICITY

ABSTRACT

The rapid rate of technology development in the automobile world of work and the increasing demands  on  cognitive  capacities  in  auto-electricity calls  for  a  change  in  the  instructional delivery system used in training auto-electricity craftsmen in Technical Colleges. This is to equip auto-electricity craftsmen with the necessary skills for performing and coping effectively in the automobile world of work. This study determined the comparative effect of Kolb’s experiential learning model and Gardner’s multiple intelligence learning model on students’ achievement and interest in auto-electricity. The study was a pre-test, post-test, non-equivalent control group quasi-experimental design. Six research questions and nine hypotheses tested at

.05  level of significance guided the study. The  population for the study consisted of 118

National Technical Certificate level II (NTC II) students offering Auto-electricity in Niger State.

The entire population of 118 students was used for the study consisting of 85 males and 33 females assigned to two treatment groups. The instruments used for data collection were Auto- electricity Cognitive Achievement Test (ACAT), Auto-electricity Psychomotor Achievement Test (APAT) and Auto-electricity Interest Inventory (AII).  The ACAT, APAT and AII were developed by the researcher. To ensure content validity of the ACAT and APAT, a test blue print or table of specification was built. The ACAT, APAT, and AII; multiple intelligence lesson plans and experiential learning lesson plans were subjected to face validation by five experts. The ACAT was trial tested for determining the psychometric indices of the test items. In all, 40 items of the ACAT chosen for the study had good difficulty, discrimination and distrator indices. Trial test for determining the coefficient of stability of the ACAT was carried out  using  test  re-test  reliability technique. The  test-retest  reliability  was  determined using Pearson Product Moment Correlation Coefficient and was found to be .89, while the internal consistency of the ACAT was checked by Kuder-Richardson 20 (KR20) and was found to be

.73. The stability of the APAT was determined using two ratters. The inter-ratter reliability was

calculated using Spearman’s rho correlation coefficient. The rank order correlation coefficient was found to be .82. The AII was subjected to construct validation using principal component analysis. Out of 50 items, a total of 24 items were finally extracted and selected for the study in the  interest  inventory.  The  internal consistency estimate  of the  AII  was determined using Cronbach Alpha technique and was found to be .81. Mean was used to answer the research questions while, Analysis of Covariance (ANCOVA) was used to test the nine hypotheses that guided the study at .05 level of probability. The study found out, among others, that Gardner’s multiple intelligence learning model is more effective than Kolb’s experiential learning model in improving students’ achievement and interest in auto-electricity. There was an effect of gender on students’ achievement and interest favouring males. Gender had no significant effect on students’ cognitive achievement; however, gender had significant effect on students’ psychomotor achievement and interest favouring males. The study found no significant interaction effect  of treatments and  gender on  students’ achievement and  interest  in auto- electricity. The study recommended among others that Gardner’s multiple intelligence learning model should be adopted in the teaching/learning of auto-electricity in Technical Colleges. In addition,  workshops, seminars and  conferences should  be  organized by State  Science and Technical Schools Board to enlighten and train auto-electricity teachers on the application of Gardner’s multiple intelligence learning model for improving students’ achievement and interest in studying auto-electricity.

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CHAPTER 1

INTRODUCTION

Background of the Study

Auto-electricity is one of the trades under motor vehicle mechanics work program in Technical Colleges. It involves all electrical systems in the automobile such as starting system, charging system, ignition system and lighting system. As a result of the rapid rate of technology development in the automobile industry, auto-electricity has become increasingly complex. The complexity of auto-electricity according to Denton (2007) is fundamental to the workings of technology advanced modern vehicles. However, the National Board for Technical Education (NBTE, 2003) stated that the goal of auto-electricity in Technical Colleges is to produce auto- electricity craftsmen who will be able to trace faults in all electrical systems of automobile vehicles and effect necessary repairs.

The main teaching/learning methods employed by teachers in training auto-electricity craftsmen  in  Technical  Colleges are  conventional teaching  methods  (lecture/demonstration methods). Ukoha & Eneogwe (1996) maintained that lecture and demonstration methods are teaching methods based on the traditional viewpoint that the teacher is an ocean of knowledge. Thus, it is his responsibility to disseminate knowledge to passive listeners or learners. In other words, lecture and demonstration teaching methods are executed by the activities of the teacher while the  learners only observe and  listen.  Hence,  students are  not  always  given enough opportunities to  be  fully  involved  in  the  learning process  which often results  in  learning difficulties, disinterest and poor performance. Furthermore, it is observed that most of the auto- electricity craftsmen graduating from Technical Colleges often find it difficult to apply their knowledge and  skills  to  rectify  auto-electrical  system problems  under  varying  technology situations in motor vehicles.  Similarly, Abati (2009) noted that in Nigeria, there are only a few

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auto-electricity craftsmen who can change a plug or a burnt fuse in the highly automated auto- electrical systems in motor vehicles on Nigerian roads.

The auto-electricity craftsmen, therefore, seemed ill-equipped with the necessary knowledge and skills required for performing and coping with technology advancements in the automobile world of work. Moreover, research findings over the years especially by Ogwo (1996), Olawale & Augustus (2010) have been consistent on the weakness of conventional instructional approaches in the 21st century in teaching/learning of engineering trades in Technical Colleges. However, literature evidence such as Lazer, (2004) and Stavenga, Wierstra

&  Hermanussen  (2006)  shows  that  instructional  approaches  that  are  rooted  in  Kolb’s experiential   learning   model   and   Gardner’s   multiple   intelligence   learning   model   are contemporary ways of instruction, capable of improving the learner’s learning abilities and developing higher order thinking and strong problem solving skills in the learner. These skills are nowadays necessary to auto-electricity craftsmen for performing and coping in the automobile world of work that is vast changing with technology advancement.

Kolb’s  experiential  learning  model,  according  to  Morrison  (2009),  maintains  that learning  is  cyclical,  involving  four  principal stages: Concrete Experience (CE),  Reflective Observation (RO), Abstract Conceptualization (AC), and Active experimentation (AE).    The Concrete Experience (CE) and Abstract Conceptualization (AC) explain how individuals perceive  knowledge while  Active  Experimentation (AE)  and  Reflective  Observation (RO) explain  how individuals process knowledge. Kolb postulated four types of learning styles: diverging, assimilating, converging and accommodating.

Explaining the four stages (modes) of learning and their characteristics, Kolb and Kolb (2005)  stated  that   Concrete  Experience  (feeling)  occurs  when  the   learner  is  actively experiencing an activity (e.g. science lab, field class). This mode is characteristic of learners

who desire plenty of opportunities for direct human interpersonal interactions. These individuals also prefer to feel and experience rather than think.  Reflective Observation (watching) occurs when the learner is consciously reflecting on that experience. This mode focuses on the ability to  understand  the  meaning  of  ideas.  Individuals  who  exhibit  this  mode  value  objective judgment. They prefer abstract understanding over practical applications, and they prefer to reflect and observe rather than act on a situation. Abstract Conceptualization (thinking) happens when the learner is being presented with or trying to conceptualize a theory or model of what is to be observed. Individuals oriented toward abstract conceptualization typically attend to tasks that involve logical investigation of ideas and concepts. People in this mode also value rigorous idea analysis.  Active experimentation (doing) happens when the learner is trying to plan how to test a model, or theory or plan for a forthcoming experience. Individuals in this learning mode prefer to be involved in peer interactions that allow them to play an integral role in the decisions made in these interactions. This mode emphasizes practical applications or solutions rather than reflective understanding of a problem.  People who use this mode focus on doing rather than observing.

Within each learning style is a combination of two of the four learning modes. Kolb & Kolb (2005) explained that the diverging learning style employ reflective observation combined with concrete experience.   Individuals who get involved in diverging learning style prefer to watch rather than do, tending to gather information and use imagination to solve problems. Assimilating  learning  style  emphasize  abstract  conceptualization combined  with  reflective observation.   Kolb & Kolb noted that assimilating learning style favour inductive reasoning. Kolb, Boyatzis & Mainemelis (2000) observed that the assimilating learning style require good clear explanation rather than practical opportunity. The converging learning style according to Kolb & Kolb stress active experimentation combined with abstract conceptualization. Kolb,

Boyatzis and Mainemelis noted that learners who practice converging learning style can solve problems and will use their  learning to  find  solutions to  practical issues. Zagorac, Ivanis, Nuhbegovic, & Steiner (2008) reported that people who get involved in converging style type prefer technical tasks, labs and problem solving activities. Individuals with accommodating learning style manifest concrete experience and active experimentation (Kolb & Kolb). The accommodating learning style is ‘hands-on’, and relies on intuition rather than logic; people who prefer accommodating learning style use other people’s analysis, and also prefer to take a practical, experiential approach.

Experiential learning model, therefore, requires activities to be organized in accordance with the steps of learning such as concrete experience, reflective observation, abstract conceptualization and active experience. Experiential learning emphasizes doing the task in order to learn it, which is a very context-based approach to the learning experience (Hansman,

2001).  This  learning  model is  today acknowledged by academics, teachers,  managers and trainers as truly fundamental concepts towards understanding and explaining human learning behaviour, and towards helping others to learn (Zagorac, Ivanis, Nuhbegovic, & Steiner, 2008). According to Greenway (2004), experiential learning model finds its application in a wide range of disciplines, especially in education and computer science to  improve students’ learning abilities. Kolb’s experiential learning model, just like Gardner’s multiple intelligence model, aimed at improving learning.

Gardner’s multiple intelligence learning model presupposes that all humans possess a number of distinct intelligences which manifest in different ways to learn and demonstrate understanding (Christison, & Kennedy, 1999).  Gardner recognized eight intelligence models, which according to him, described different ways individuals’ natural talents are manifested and how they learn best. The eight multiple intelligence models are: Verbal-linguistic intelligence

(word smart), logical – Mathematical intelligence (number and reasoning smart), visual-spatial intelligence (picture smart), musical intelligence (music smart), bodily- kinesthetic intelligence (body smart), interpersonal intelligence (people smart), intrapersonal intelligence (self smart) and naturalistic intelligence (nature smart).

Gardner  described  the  eight   intelligence  models  as  follows:     Verbal  linguistic Intelligence is the ability to think in words and to use spoken and written words or languages to express ideas, and appreciate meaning and accomplish other goals. Logical-mathematical Intelligence is the ability to think conceptually and abstractly, and also involves the capacity to use numbers to calculate, quantify, and analyze problems logically as well as use inductive and deductive reasoning. Visual-Spatial Intelligence is the capacity to think in images and pictures, to  visualize  accurately  and  abstractly.  Musical  Intelligence  is  the  ability  to  produce  and appreciate rhythm, pitch and timber. Bodily-Kinesthetic Intelligence is the ability to control one’s body movements and to handle objects skillfully as well as to solve problems or fashion out products. Interpersonal Intelligence is the ability to work and interact with others and understand their moods, feelings and temperaments. Intrapersonal Intelligence refers to the ability to understand oneself, recognize one’s feelings, strengths and weaknesses and to use the information to plan and direct one’s life. Naturalist Intelligence is the ability to recognize and categorize plants, animals and other objects in nature.

Gardner’s multiple intelligence learning model has been widely embraced by educators, and  has enjoyed numerous adaptations in a variety of educational settings (Giles, Pitre & Womack, 2003). Armstrong (2000) maintained that if a teacher is having difficulties in reaching a  student  in  the  more  traditional  linguistic  or  logical  ways  of  instruction,  the  multiple intelligence learning model offers several other ways in which the material might be presented to facilitate effective learning. He, therefore, advocated that teachers applying the multiple

intelligence learning model in the classroom should present their lessons using a wide variety of instructional techniques involving the use of words, numbers, logic and music, group activities, physical activities, pictures, self reflection and the physical surrounding in order to adequately cater for the students’ diverse intelligence.

Proponents of Gardner’s multiple intelligence learning model such as Oshea (2003) advocate instructional techniques such as Active learning, Collaborative learning, Authentic instruction and Self-assessment in implementing Gardner’s multiple intelligence learning model in the classroom. These instructional techniques address at least six multiple intelligence models such as Active learning (verbal–linguistic, logical-mathematical), Collaborative learning (interpersonal intelligences and Bodily-kinesthetic intelligences), Authentic instruction (visual- spatial intelligences) and Self-assessment (intrapersonal intelligence). The four instructional techniques will, therefore, be applied in the classroom to address the six multiple intelligence models related to this study. Instructional techniques are processes or strategies adopted by teachers to inject variety in their teaching, stimulate the teaching and maintain the learners’ interest in the teaching/learning process (Ukoha and Eneogwe in Ogwo, 1996).

Interest has been described as the attraction which forces or compels a learner to respond to  a  particular  stimulus.  Interest  increases  learning,  therefore,  promoting  interest  in  the classroom increases students’ intrinsic motivation to learn (Schraw, Flowerday & Lehman,

2001). Schraw, Flowerday & Lehman stated that provision of an engaged learning environment promotes students’ interest in learning. This means that when learners are involved in the learning process with interest learning is facilitated and achievement can be enhanced. Students’ interest in any learning activity therefore, can be sustained by the active involvement of the learner in all aspect of the learning process. In other words, learner’s interest in an activity increases the strength of ego-involvement of the learner, and does not allow the learner to be

distracted by trivial extraneous events around him.  Obodo  (2004)  maintained that  interest controls the motivation to learn, thus, it has a direct relationship with students’ achievement in any school subject.

Achievement connotes final accomplishment of something noteworthy after some effort. However, achievement in this study relates to accomplishment of learning by a student in either cognitive or psychomotor domains of learning. The word, cognitive relates to knowledge and the development of mental and intellectual abilities. It involves thinking, reasoning and remembering. Cognitive achievement by a student therefore, connotes performance in a school subject as symbolized by a score or mark in an achievement test. Psychomotor involves manipulative or practical skills.  Psychomotor achievement, according to McGraw (2003), is the degree of skill demonstrated by an operator in the completion of a task. Therefore, psychomotor achievement in this study refers to achievement attained by a student in psychomotor tasks in a school subject as represented by a score or marks obtained in a performance test. Okoro (2006) explained that performance test involves the use of tools and equipment in a direct assessment of the amount of practical skills possessed by the student. Student’s cognitive and psychomotor achievement is influenced by several factors among which are the instructional method and the learner’s ability (Atherton, 2003). Moreover, achievement may also be influenced by gender factor.

Gender refers to the socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for men and women. Myers (2002), however, explained that gender refers to the characteristics, whether biological or socially influenced, by which people define male and female. The term gender, therefore, in this work is used to classify males and females students. In education, a number of differences have been established and documented between the achievement of male and female students. The gender gap in education is also

visible in vocational courses which prepare students for a career, as statistics have shown that a large proportion of girls achieve distinctions, even in subjects such as engineering and construction where they are a minority (Mahmood, 2011). However, available literature on gender issue are sometimes conflicting. While some advocate male superiority, others take opposite view. For example, Umunadi (2009) in a study found that male students performed better than their female counterparts in Radio, Television and Electronic Work while the study conducted by Oviawe (2010) revealed that gender of the students had no significant effect on their performance in Building Technology. The form of male and female students’ achievement in  auto-electricity  will  be  of  interest  to  auto-electricity teachers  particularly  in  classroom instruction.

Instruction based on Kolb’s experiential learning model and Gardner’s multiple intelligence learning model are contemporary approaches that are considered imperative to maximize  students’ learning potentials.  These  learning  models,  therefore, seem to  possess instructional tools that auto-electricity teachers can use to assist students learn more effectively and acquire knowledge and skills they can easily adapt, apply and transfer to different contexts under varying technology situations in auto-electricity.

Statement of the Problem

The rapid rate of technology development in the automobile world of work and the increasing demands on cognitive capacities in auto-electricity call for a change in the instructional delivery system used in training auto-electricity craftsmen in Technical Colleges. It is observed that most of the auto-electricity craftsmen graduating from Technical Colleges often find it difficult to adapt and apply their knowledge and skills to trace and rectify auto-electrical problems under varying technology situations in motor vehicles. Furthermore, there seems to be few auto-electricity craftsmen who can effectively repair faults in the highly automated auto-

electrical systems in modern motor vehicles on Nigerian roads. Inefficient teaching/learning in Technical Colleges has been identified as partly responsible for auto-electricity craftsmen’s inability after graduation to effectively apply their knowledge and skills to solve auto-electrical system problems in modern motor vehicles.

The conventional teaching/learning methods (lecture used in conjunction with demonstration method) applied in training auto-electricity craftsmen in technical colleges do not always  give  students  enough opportunities to  actively  participate  in  the  learning  process, because the teaching methods are executed by teacher-centred activities while the learners only observe and listen. This often results in learning difficulties, disinterest and poor performances in students. Moreover, research findings over the years have been consistent on the weakness of traditional instructional approaches in teaching/learning of engineering trades such as auto- electricity  in  Technical  Colleges.  The  teaching  methods  therefore,  seem  inadequate  for equipping  auto-electricity  craftsmen  with  the  knowledge  and  skills  required  to  perform

effectively in the 21st century automobile world of work and cope with the vast changing and

developing field of technology.

However, literature has shown that teaching/learning processes rooted in Kolb’s experiential learning model and Gardner’s multiple intelligence learning model are capable of improving the learner’s learning abilities and developing problem solving and higher order thinking skills in the learner. These skills are nowadays necessary to auto-electricity craftsmen for performing and coping in the automobile world of work that is in a rapid rate of technology development. Therefore, a shift in the instructional delivery system is needed to assist auto- electricity craftsmen in Technical Colleges learn more effectively and easily acquire knowledge and  skills they  can  adapt,  apply and  transfer to  new situations under  varying technology development in auto-electricity. It will also help auto-electricity craftsmen rectify auto-electrical

system problems  more  effectively  in  motor  vehicles  as  well  as  cope  with  the  increasing complexity of auto-electricity in the automobile world of work. Hence, what are the effects of Kolb’s  experiential  learning  model and  Gardner’s multiple  intelligence  learning  model on students’  cognitive  and  psychomotor  achievement,  as  well  as  their  effect  on  gender  and students’ interest in studying auto-electricity in Technical Colleges in Niger State?

Purpose of the Study

The general purpose of this study was to determine the effect of Kolb’s experiential learning model and Gardner’s multiple intelligence learning model on students’ achievement and interest in auto-electricity in Technical Colleges.

Specifically, the study was designed to determine the effect of:

1.         Kolb’s experiential learning model (KELM) and Gardner’s multiple intelligence learning model (GMIM) on students’ cognitive achievement in auto-electricity.

2.        Gender on students’ cognitive achievement in auto-electricity when taught using KELM

and GMIM

3.         Kolb’s experiential learning model (KELM) and Gardner’s multiple intelligence learning model (GMIM) on students’ psychomotor achievement in auto-electricity.

4.        Gender on students’ psychomotor achievement in auto-electricity when taught using

KELM and GMIM

5.        KELM and GMIM on students’ interest in studying auto-electricity.

6.         Gender on the interest of students (male and female) in auto-electricity when taught using KELM and GMIM as was measured by auto-electricity interest inventory.

Significance of the Study

The results of this study are expected to be of immense benefits to educational administrators, auto-electricity teachers, students, curriculum planners, society and future researchers, especially in vocational technical education.

The  findings of this study on the effect of Kolb’s experiential learning model and Gardner’s multiple intelligence learning model if adopted will be useful to educational administrators in vocational technical education at seminars and workshops. This is because the study will provide information which will serve as a guide that will be useful in the training of auto-electricity teachers on the application of either  Kolb’s experiential learning model or Gardner’s multiple intelligence model or both in their classroom teaching.

The findings of this study will also be of immense benefits to auto-electricity teachers in Technical Colleges if adopted. It will provide information on the effects and application of Gardner’s multiple intelligence learning model and their students’ multiple intelligence. This information  will  serve  as  a  guide  to  teachers  on  how  to  assess  and  identify  the  unique intelligence profile possessed by each student. The findings from Kolb’s experiential learning model will provide insight to the effect and application of Kolb’s experiential learning model and  students’  experiential  learning  styles.  This  awareness  will  guide  teachers  to  adopt appropriate instructional techniques and design suitable lesson plans and activities that are consistent with the four stages of the experiential learning cycle. Students will benefit from the more effective  instructional method/s used by their teachers in teaching  auto-electricity in Technical Colleges. This in effect will help to improve students’ cognitive and psychomotor achievements as well as interest in auto-electricity which is expected to enhance their performance   in   National   Business   and   Technical   Examinations   Board   (NABTEB) Examinations. As a result, students would develop workplace skills such as problem solving

skills, higher order thinking skills and collaborative competencies that will help them adapt, apply and transfer their knowledge and skills to new situations in auto-electricity.

The results of this study will be highly beneficial to curriculum planners if published or discussed at seminars or workshops as the findings will afford them the opportunity to know those contemporary pedagogical practices that are in tune with contemporary technological changes and  basic work place skills that  are consistent with the  needs of the present-day industries. In addition, the information from the findings of the study is expected to serve as a guide to curriculum planners on how to develop the kind of curriculum which will – in turn facilitate the training of auto-electricity craftsmen to acquire the knowledge and skills required

for performing and coping effectively in the 21st century automobile world of work.

The entire society will benefit from the findings of this study. This is because if the best instructional approach is adopted by auto-electricity teachers in Technical colleges in training auto-electricity craftsmen, it will lead to the production of skilled or competent graduates that will secure either paid or self employment in the automobile world of work. Consequently, this will reduce the problem of unemployment in the society. Furthermore, automobiles which the general public heavily depends on for transportation will be more efficiently maintained by the more competent auto-electricity craftsmen graduating from Technical Colleges.

Finally, Educational researchers will benefit from the findings of this study if published. The information will provide empirical data on the effects of Kolb’s experiential learning model and Gardner’s multiple intelligence learning model in teaching/learning of auto-electricity in Technical Colleges.  The information from this study will also serve as a guide to educational researchers in their future research studies.

Research Questions

The following research questions were posed to guide the study:

1.         What is the effect of Kolb’s experiential learning model (KELM) and Gardner’s multiple intelligence learning model (GMIM) on students’ cognitive achievement in auto- electricity?

2.       What is the effect of gender on auto-electricity cognitive achievement of

Students (male and female) when taught auto-electricity using KELM and GMIM?

3.      What is the effect of Kolb’s experiential learning model (KELM) and Gardner’s multiple intelligence learning model (GMIM) on students’ psychomotor achievement in auto- electricity?

4.      What is the effect of gender on students’ psychomotor achievement in auto-electricity when taught using KELM and GMIM?

5.     What is the effect of Kolb’s experiential learning model (KELM) and Gardner’s multiple intelligence learning model (GMIM) on students’ interest in auto-electricity?

6.   What is the effect of gender on students’ interest in auto-electricity when taught using KELM and GMIM as measured by students’ interest inventory?

Hypotheses

The following null hypotheses were tested at .05 level of significance:

Ho1:     There is no significant difference between the effect of Kolb’s experiential

learning model (KELM) and Gardner’s multiple intelligence learning model (GMIM) on students’ cognitive achievement in auto-electricity

Ho2:    There is no significant difference between the effect of gender on auto-electricity cognitive achievement of students (male and female) when taught using KELM and GMIM

Ho3:       There is no significant interaction effect of treatments given to students taught with KELM and GMIM and their gender (male and female) with respect to their mean scores in auto-electricity cognitive achievement test

Ho4:    There is no significant difference between the effect of KELM and GMIM on students’

psychomotor achievement in auto-electricity.

Ho5:         There is  no  significant  difference  between the  effect  of gender on auto-electricity psychomotor achievement of students(male and female) when taught using KELM and GMIM.

Ho6:  There is no significant interaction effect of treatments given to students taught with KELM and GMIM and their gender with respect to their mean scores in auto-electricity psychomotor achievement test

Ho7:     There is no significant difference between the effect of KELM and GMIM on students’ interest in auto-electricity

Ho8:    There is no significant difference between the effect of gender (male and female) on students’ interest in auto-electricity

Ho9: There is no significant interaction effect of treatments given to students taught

using KELM and GMIM and their gender (male and female) with respect to their mean scores on auto-electricity interest inventory.

Delimitation of the Study

The study addressed all the learning stages (modes) of Kolb’s experiential learning cycle with its associated four experiential learning styles. However, the eight multiple intelligence

officially recognized by Gardner in his multiple intelligence learning model were restricted to six intelligence models. This is because musical and naturalistic intelligence models have no direct bearing in this study.  The six intelligence models were addressed by four instructional techniques namely: Active learning (verbal-linguistic and logical-mathematical intelligences); Collaborative learning (interpersonal intelligence and bodily-kinesthetic intelligence); Authentic instruction (visual- spatial intelligence) and Self-assessment (intrapersonal intelligence). The study covered all the major electrical systems in auto-electricity (Automotive batteries, Starting system, Charging system, Ignition system and Lighting system), but focused on the cognitive and psychomotor domains with respect to NTC level II students of auto-electricity in Technical Colleges in Niger State in North Central States of Nigeria.

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