DIFFERENTIAL EFFECTS OF THREE INSTRUCTIONAL METHODS ON STUDENTS’ PERFORMANCE IN BUILDING TECHNOLOGY IN POLYTECHNICS IN NIGERIA

Abstract

The purpose of this study was to determine the effects of peer tutoring, reciprocal peer tutoring and conventional teaching method on students’ performance in Building Technology. The population of the study consisted of all the 232 ND II students in the four  Polytechnics  offering  Building  Technology  in  Edo,  Delta  and  Ondo  States  of Nigeria. The study sample was made up of 192 ND II Building Technology students. Purposive random sampling technique was used in selecting three out of the four Polytechnics  offering  Building  Technology  in  the  three  States.  In  each  of  the Polytechnics, the ND II Building Technology intact classes were randomly assigned to peer tutoring, reciprocal peer tutoring and  conventional teaching  method treatments, respectively. The quasi-experimental research design which utilized non-randomized pre- test, post-test, experimental-control group design was employed. Four null hypotheses were tested at 0.05 level of significance. The instruments used for data collection – the Building Technology Achievement Test (BTAT) and the Workplace Skill Rating Scale (WRRS) were used for both pre-test and post-test. BTAT consisted of 80 multiple choice items and had a reliability co-efficient of 0.83 which was obtained using Kuder Richardson’s formula 20. BTAT was validated by five Building Technology experts from Universities and Polytechnics. WSRS was a 45-item instrument, with a three point scale that  was adapted from Ottawa: The  Conference Board of Canada (2000). The  data collected  were  analyzed  using  Mean,  t-test,  ANOVA and  ANCOVA statistics.  The findings revealed that: there was a significant difference between the post-test Mean score of the control group taught with conventional teaching method and that of the experimental groups taught with peer tutoring and reciprocal peer tutoring, in favour of reciprocal peer tutoring; there was a significant difference in Building Technology students’ acquisition of workplace skills as a result of different teaching methods used in teaching students; Students in co-operative learning groups (peer tutoring and reciprocal peer tutoring) acquired workplace skills better than those under the conventional teaching method; Gender  had  no  significant  effects  on  students’ performance; there  was  no significant interaction effect of gender and teaching methods on students’ performance in Building Technology. It  was concluded that  the cooperative learning  methods (peer tutoring and reciprocal peer tutoring) are better than conventional teaching method. It was recommended among others that: Building Technology teachers should be encouraged to employ peer tutoring and reciprocal peer tutoring more in their teaching method in order to increase the level of students’ performance in Building Technology; the conventional teaching method which seems to prevail in Nigerian educational institutions should be minimized.

CHAPTER I

INTRODUCTION

Background of the Study

Building Technology is one of the academic programmes in environmental design and technology in Polytechnics and Universities. It consists of the following courses: building construction, building science and properties of materials, workshop practice and  technology,  technical  drawing,  architectural  design  and  drawing,  surveying, structural mechanics, engineering geology and basic soil mechanics, tendering and estimating, measurement of building works and specifications, site and industrial management, principles of law and building contracts, maintenance and fire technology, structural design and detailing, budgeting and financial control, quantities and specifications and other prescribed general education courses (National Board for Technical Education (NBTE), 2003). The completion of these courses leads to the award of the National Diploma (ND). The ND programme is aimed at producing technicians who will be able to perform basic functions in Building Technology practice, both in the private and public sector (NBTE, 2003). The objectives of the ND programme, according to NBTE (2003), are to produce diploma holders who will assist the professional builders in the areas of: (i) production of simple buildings; (ii) maintenance of simple buildings; (iii) management of small projects; (iv) costing of simple construction works; (v) cost control techniques in minor construction and engineering works; and (vi) selection of materials and technicians for new building systems.

These objectives properly fit into section (1) number (7d) of the national policy on education, which emphasizes the acquisition of appropriate skills and the development of mental, physical and social abilities and competencies as equipment for the individual to live in and contribute to the development of the society (Federal Republic of Nigeria

(FRN), 2004). FRN in the realization of importance of skill acquisition for self-reliance and the dynamic nature of technology emphasized Technical and Vocational Education in her national policy on education. Technical and Vocational Education is looked upon as a technology based programme.

Technology, which is said to be dynamic, is the application of knowledge in the solution of practical problems of everyday living. Technology aims at getting things done and done efficiently. With technological development and advancement, construction industries are in a constant state of flux and change. The influence of technological development  in  industries has rendered traditional skills  inadequate for work  in the building construction industries while creating the need for new and more sophisticated skills.  Obviously,  the  building  construction industries  need  the  services  of  building technicians who can adapt to the changes in technology in the industries. Thus greater emphasis should be placed on providing students with broad learning and problem- solving skills in order to prepare them for a wide range of challenges posed by technological advancement (Szczurkwska, 1997). According to Ogwo (2005), with technological advancement and globalization in workplaces employers are seeking employees who are able to flexibly acquire, adapt, apply and transfer their knowledge to different contexts and under varying technological conditions and to respond independently  and  creatively.  The  increasing  effects  of  rapid  rate  of  technological changes  in  the  world  of work  and  globalization have  informed the  United Nations Educational, Social, and Cultural Organization (UNESCO) and the International Labour Organization (ILO) (2002) recommendation that Technical and Vocational Education system be geared towards lifelong learning. In line with this, Rojewski (2002) opined that to prepare students in a technologically advanced workplace requires that educational institutions should in addition to academic skill inculcate a broad set of workplace skills which include to learn both technical and  interpersonal/communication skills, higher

order thinking skills such as decision-making and problem-solving as well as flexibility, creative thinking and ability to work in team which make the students adaptable to the present  and  future  changes.  A  complete  education of students  in  the  contemporary workplace therefore must  focus on developing skills that  will enable students to  be responsible and be effective problem solvers (Moore, 1998).

Workplace skills are a group of important skills instilled in each individual in order to produce productive workforce. These are skills that enhance productivity. This is parallel with individuals who have strong characteristics such as a high sense of self, innovative, productive, skillful, competitive, a strong sense of determination, and creative in  facing  the  challenges of the  nation as well  as globalization in  the  21st  century. Workplace skills are crucial in all professions as well as in education. In developing workplace basic skills in the students, Rojewski (2002) emphasized that there should be adjustment in the programmes of educational institutions. In the same vein, Ogwo (2005) asserted that the adjustment will affect the curricular implementation processes which are prosecuted through different learning experiences and content. Ogwo further stated that these adjustments by the educational institutions would largely be pivoted on the instructional activities employed. Similarly, FRN (2004) in her national policy on education section (1) number (9h) recommended that modern educational techniques shall be increasingly used and improved upon at all levels of the education system.

The implication of the policy provisions is that educators must be in constant search  of  learning  approaches  and  techniques  that  could  improve  their  practice, encourage learners to participate actively in the learning process and adapt more perfectly to  peculiar  classroom  situations  geared  towards  improving  learning  outcomes  and meeting the societal and industrial needs. Educators are to engage in learning techniques which will bring about interaction among the students and improve on their relationships with  individuals  in  the  classroom  situation.  Several  teaching  strategies  have  been

documented  as  being  efficacious  in  teaching,  increasing  achievement  and  attitude towards technical subjects. They are: discussion, demonstration, project, discovery and guided discovery methods of instruction, and peer tutoring, among others.

While many instructors are aware that different learning methods and techniques exist, some educators simply opt to utilize the lecture method and demonstration in implementing the curriculum in polytechnics, hoping that they will cover most student learning preferences along the way. According to Oranu (2003), the lecture method and demonstration  method  are  content  driven  and  certainly  not  learner-centred.  These methods which are predominantly used in educational institutions for teaching (Polytechnics – Building Technology) are based on behavioural learning theories which emphasize knowledge transmission from the teacher to passive students and encourage rote memorization of fact (Boyle, Duffy and Dunleavy, 2003). In addition, behavioural learning theories are directed towards isolating the learner from social interaction and towards  seeing  education as  a  one-on-one  relationship  between the  learner  and  the objective material being learned (Uwameiye and Aduwa-Ogiegbean, 2006).

The conventional teaching method of instruction which is sometimes referred to as “one-way communication” method of instruction is widely used in schools. When this method is used, the teacher does most of the talking, and the students more often assume a passive role. To a large extent, the students might be afraid to ask questions and express their opinions. This situation is in contrast with modern teaching which requires less talk on the part of the teacher and more activities on the part of the students (Abdullahi,

1998).  As  such,  the  conventional  teaching  method  has  been  criticized  as  faulty (Uwameiye and Aduwa-Ogiegbaen, 2006). The traditional approach emphasizes academic,  intellectual  and  cognitive  aspects  of  teaching  Building  Technology  and neglects the human, social and affective dimensions of Building Technology within a rapidly changing  society.  The  consequence of the  use  of the  conventional teaching

method in teaching technical subjects such as Building Technology in Polytechnics is that students are unable to retain their learning and apply it to new situation (Rojewski, 2002). However, the construction industries due to technological development and globalization are in constant search for technological advancement that could improve their profit margin in less time with greater labour efficiency.

Since instructional methods employed in educational institutions (Polytechnics) seem inadequate to  prepare the students for the challenges of the  workplace, many students and graduates are seen roaming the streets without job because their training is inadequate  for  societal  needs  (Olaitan,  1996).  The  traditional  approach  over  look students’ social backgrounds and their needs, hence, preferences and interests could not be met by most methods utilized in the traditional method of teaching and learning (Yager and Lutz, 1994). Though expedient, the conventional teaching method may not be the  most  effective or systematic way to  address student  learning preferences in the classroom in order to aid or improve academic performance. The challenge of preparing students for workplace basic skills has therefore necessitated a shift from instructional approaches based on the behavioural learning theories to those rooted in cognitive psychological theories (Ogwo, 2005) and social interdependence theories (Johnson and Johnson, 1998).

The cognitive, psychological and social interdependence theories promote students’ interaction with their peers for mutual exchange of ideas, explanations, clarifications and justifications. Cooperative learning is an interactive process in a social setting that allows students to explore and work in groups, making meaning of tasks and setting out to solving problems that are perplexing to them. Students interact with themselves on the ground that with their peers, they are able to operate on equal footing. Also, they see that throughout the interaction, there is non-authoritarian exchange of ideas,  freedom to  ask  questions and  express opinions. The  interaction among peers

promotes learning outcomes (Reiness, 1998), facilitate higher thinking skills, promote social interaction and experiences and context that make the students willing and able to learn. Reiness further identified the following three distinct areas of social interaction among peers:  Cross-Age Tutoring (CAT), Peer  Tutoring  (PT),  and  Reciprocal Peer Tutoring (RPT).

Cross-Age Tutoring (CAT) is a peer tutoring approach that joins students of different  ages,  with older  students assuming the  role  of tutor and  younger students assuming the role of tutee (Hall and Stegila, n.d.). Students’ pairings may include a variety of combinations such as elementary students with high school students or older students with younger students (Miller and Miller, 1995). There are no stringent tutoring procedures established for Cross-Age Tutoring. However, most tutors do engage in some type of training. These training sessions vary in range; some are scripted, others have few pre-test guidelines. Training sessions tend to include a discussion of goals, problem solving strategies (academically and behaviourally), and appropriate feedback and reinforcement  strategies  (Barbetta  and  Miller,  1991).  Tutors  become  models  of appropriate behaviour, organizing work, asking questions, demonstrating self- management, encouraging social interaction, and facilitating better study habits (Miller and Miller, 1995). CAT actively engages both tutors and tutees in their education and gives them a feeling of control over academic outcomes (Kalkowski, 2001). By involving students  in  their  education  and  giving  them  self-management  tools,  students  can generalize motivation into other areas. Students can practice appropriate social skills while being academically engaged (Barbetta and Miller, 1991).

Peer tutoring (PT)  is  a  structured technique  in  which students of a  level of performance work together in small groups (two, three, four, or five, or class wide – a peer tutor to the whole class) towards a common goal. PT is a personalized system of instruction which is learner rather than teacher-oriented. It emphasizes clear goals, active

student participation in the learning process, feedback and evaluation, and individual pacing (Adeola, 2004). Students work together to learn and are responsible for one another’s learning as well as their own. In this approach a student (tutor) trains another learner  in  skills  and  subject  matter that  the  tutor  has  mastered. The  tutor  provides individualized instructions to other students for skill remediation or supplemental instruction. PT has the incentive to cooperate which when available, students exhibit cooperative task oriented behaviours in learning groups. There is also the potential for cultivating and grooming the discipline of self-directed study in an academic field as well as learners’ level of cognitive development. Studies (Adeola, 2004; Onabanjo, 2000) have revealed that PT could be a simple instructional technique that shows great promise for meeting the complex academic and social needs of the students today. Peer interaction can have a powerful influence on academic motivation and achievement (Adeola, 2004). PT could be an important educational practice and if properly planned will be of immense benefit to the Nigerian educational system (Mkpa, 1999).

Reciprocal Peer Tutoring (RPT) is an individualized attention to a learner by a person of similar status with respect to age and educational experience, who serves as the tutor. RPT is a collaborative technique of instruction where students of the same class and age bracket alternate between the role of student (tutees) and teachers (tutors) and may follow a structural format to help team members make academic progress. Students alternate roles while in their groups or pairs. RPT enables each member in a group to participate in the group as a tutor and tutee. In RPT, students gain from the preparation and instruction in which the tutors engage in, and also from the instructions that the tutees receive. RPT has a structured format where students teach, monitor, evaluate and encourage each other. Students are part of the educational process and are able to prepare instructional materials and  receive  feedback from peers. The alternating structure is designed to increase student choice and participation in the management of their own

group interdependent teaching. RPT has been known to be very influential in the development of behaviour patterns and learning outcomes (Uwameiye and Aduwa- Ogiegbean, 2006). RPT provides: a non-judgment acceptance, care and support, opportunities to give and receive from others and creates a non-competitive, empowering environment.  It   introduces  the   much   needed   balance   between  cooperation  and competition in the socialization process of students. The socialization experiences that occur during reciprocal peer tutoring can benefit both the tutor and tutee by motivating students to learn and increasing their social standing among peers (Fuchs, Fuchs, Mathes and Martiniez, 2002).

Since RPT consists of recurrent instructional processes applicable to various types of subject matter and usable by more than one teacher, it could be used for teaching Building Technology. It is a pattern of interaction between the tutor and the tutee, with the experience intended to lead to a change in learning outcomes. Interaction here refers to the verbal and non-verbal communication, which forms the basis of any teaching method (Uwameiye and Aduwa-Ogiegbean, 2006).

In cooperative learning, the teacher acts as a facilitator to guide the students which encourages them to become self-regulatory, self-mediating and self-aware (acquisition of thinking skills). Besides, the teacher provides the learners with the opportunity to interact socially (oral discourse), work collaboratively that develop in the students’ ability to work cooperatively.

Oral discourse is the process of verbal interaction between two or more people. Kathleen (1999) explained that oral discourse is an effective learning tool that promotes creativity as well as generates meaningful interaction and understanding for the learner. Oral  discourse  enhances  debate,  reflection  and  critical  thinking  in  students.  While thinking skills are set of basic, advanced and sub-skills that govern an individual’s mental process (Kathleen, 1999). These skills consist of knowledge, disposition, cognitive and

meta-cognitive operation. Thinking skills enable students to develop critical and creative thinking. Thinking classroom holds that the quality of students’ learning depends on how well students think about their work.

In this study, thinking skills, oral discourse and collaborative (team) work were used to make and enable students to accomplish specific academic tasks that go beyond the information the teacher gave during the instructional processes. The conventional teaching method involved the use of lecture method. Studies (Adeola, 2004; Ohiwerie,

2006; Uwameiye and Aduwa-Ogiegbean, 2006) have revealed PT and RPT improve academic achievement, workplace skills and retention of learning in various disciplines.

Academic achievement connotes performance in a school subject as symbolized by a score or marks on an achievement test (Epunnam, 1999); while retention of learning according to Momoh-Olle (1997) is the repeated performance by a learner of the behaviour earlier acquired, and elicited after an interval of time. It is affected by the degree of original learning, the methods of learning and learners memory capacity among others (Demmert, 2001). Performance of students in Technical and Vocational Education is defined as the learning outcomes of the students’ which include knowledge, skills and ideas acquired and retained through his/her course of studies within and outside the classroom situation (Epunnam, 1999). It is quantified by a measure of student’s academic standing in relation to those of other students of the same age (Adeola, 2004). In line with this assertion, Ogwo (2004) opined that functional Technical and Vocational Education (TVE) is defined relative to the objective of students skill acquisition, securing and retention of employment at  sub-professional level,  stating that  unless the training is conducted to the extent that these objectives are attained, the TVE programme cannot be deemed to be effective. In TVE therefore, performance of students could be defined as the learning outcomes of the students in terms of the level of skills, knowledge and ideas necessary for gainful employment in a particular occupation. In this study, performance is

defined in terms of the quality of academic and social skills acquired by the students in building technology. This performance may be gender base.

Gender refers to all the characteristics of men and women which a particular society has determined and assigned each sex, while sex is the biologically determined characteristics of men and women, boys and girls. Gender is a psychological and sociological term, which describes behaviour and attributes expected of individuals on the basis of being either a male or female in a given society (Bossow, 1991 in Uwameiye and  Osunde, 2005).  Students’ gender  may have effect  on academic performance in Building   Technology  notwithstanding   that   the   FRN   (2004)   provided   for   equal educational opportunities for all citizens, male and female, to study all subjects. The guidelines for the implementation of the national policy of education also established no restrictions on educational access. Gender equality as it relates to technical education (in which Building Technology is embedded) in Nigeria was silently guaranteed. There are many inhibitions posed by gender on achievement of students which relate to sex-role differentiation in which certain activities are recognized as masculine and others as feminine, such that notwithstanding the objectives of Building Technology, the teaching of this course may not be as emphasized for females as for males. Fawcett and Howden (1998) reported that disparities exists between male and female students performances in TVE. Hence, the challenge has been evolving instructional methods that will bridge academic performance of males and females. Studies by Adeola (2004) revealed that PT and RPT (Uwameiye and Aduwa-Ogiegbean, 2006) bridged the gap between academic achievement of males and females.

Though, literature abounds regarding the efficacy of PT (Adeola, 2004) and RPT (Ohiwerie, 2006; and Uwameiye and  Aduwa-Ogiegbean, 2006), these approaches to teaching do not seem to be popular among Building Technology educators in Nigerian Polytechnics. It becomes necessary to provide information and evidence on the effects of

these innovations and modes of instruction (peer tutoring, reciprocal peer tutoring and conventional teaching method) on the performance of ND students in Building Technology.

Statement of the Problem

The current methods of teaching in Nigerian educational institutions are based on the behavioural learning theories which are content driven, not learner-centred, and do not sufficiently give students the opportunities to participate in the classroom instruction. Students taught with methods based on the behavioural theories do not sufficiently retain their learning and apply it to new situations. The methods employed by educators seem inadequate for equipping students studying Building Technology with the workplace skills, knowledge and attitude required for work in construction industries which is fast changing with advancement in technology.

For example, a close look at the present situation of students’ performance in Building Technology examinations in some Polytechnics in Nigeria show that students’ performance between 2005 and 2009 ranges from 47.27 per cent to 61.33 per cent (see Appendix  A).  Despite  many  years  of the  behavioural learning  theories to  teaching, academic performance is on the decline with no sign of promoting interpersonal and group interactions. Reasons for the poor performance have been attributed to the teaching approach (conventional teaching method) adopted by the teachers. The inadequacy of the method is partly responsible for the inability of the students to secure employment in industries or be self-employed. As a result, many of the students are found roaming the streets without jobs partly because their training was inadequate to face the challenges in the  world  of  work.  The  high  rate  of  unemployment  of  graduates defeats  the  very fundamental objective of education for self-reliance as spelt out in the national policy on education.

Apparently, the traditional approach based on the behavioural theories tends to overlook the human, social,  cultural and psychological or affective problems of the students; and does not emphasize the development of workplace basic skills essential for students to be employable in the 21st century workplace. Findings on cooperative learning strategies on students’ achievement connected with the ever-increasing needs of individuals in the industries with problem-solving, creative thinking, team work, and independent decision-making skills occasioned by the effect of globalization and the rapid rate of technological changes on workplaces have lent support for cooperative learning. However, in spite of research findings on the effectiveness of cooperative

learning strategies in other subject areas, studies are not found for Building Technology. It  becomes  necessary to  provide  information  and  evidence  on  the  effects  of  these innovations and modes of instruction. To reverse the problem of students’ poor performance and meet the societal and industrial needs, there is need for innovative and more effective instructional methods/techniques to be used by teachers in all BT classrooms. The problem of this study was therefore to determine the effects of PT, RPT, and CTM on students’ performance in BT.

Therefore, the problem of this study was to determine the effects of PT, RPT and

CTM on students’ performance in Building Technology.

Purpose of the Study

The purpose of this study was to determine the effects of peer tutoring (PT), reciprocal peer tutoring (RPT) and conventional teaching method (CTM) on ND Building Technology students’ performance. Specifically, the study sought to find out:

1.  the effects of: PT, RPT and CTM on the performance of ND II  students in

Building Technology.

2.  the  effects  of:  PT,  RPT  and  CTM  on  ND  II  Building  Technology students acquisition of workplace skills.

3.  the effect of gender on students’ performance in Building Technology.

4.  the interaction effect of PT, RPT and CTM and gender on Building Technology students’ performance in ND programmes.

Significance of the Study

It is hoped that this study would be of immense benefit to the government at all levels, curriculum planners, educational administrators, researchers, teachers, parents and students of Building Technology. The research findings would help curriculum planners and educational administrators observe more clearly the conditions and circumstances under which the various models/theories of instruction can be used. This would therefore enhance effective teaching and learning. The findings would also help in identifying differential effects of the various techniques and approaches on students’ achievements especially those students with mixed abilities.

The findings of this study should open out other avenues for research on related themes.  It  should  also  provide  basic  research  materials  and  methodology for  other researchers who have interest in the area of study. This study would help to induce other researchers into classroom instructional studies and thus filling some of the many gaps which will exist in our knowledge of nature of instruction.

The findings of this study would be beneficial to the students since the findings would relate to the areas of teaching and learning thus generating principles that have functional value to teachers to teach well and under which all students learn as efficiently as their talents permit. It is hoped that the findings from this study would to a large extent reduce the psychological stress associated with learning. The students’ active involvement in the teaching and learning process is expected to make them acquire academic skills, develop social behaviours and enhance peer relations. The active involvement in the teaching/learning process is expected to make them more responsible and responsive to the learning process, giving rise to higher academic gains. It is believed that students with

this varying disposition enter the learning situation with some inclinations. The interpersonal differences in the learners are assumed to enter the learning situation and thus become a significant part of achievement variance.

The findings of this study would be very useful to Building Technology teachers who hope to foster great independence, seriousness and acquisition of skills of cooperative teaching/learning techniques in their students. The findings would also help to solve the problem of instructional method in the teaching and learning of Building Technology. It is hoped that the findings from this study would increase classroom human resources, increase satisfaction with the learning environment and enhance academic goals. It would increase classroom discipline as the process is  expected to  make the students more responsible and responsive to the learning process.

To parents, the findings would enable them to determine how their interactions with their wards with respect to gender will make them, what they do and become in future. For  example,  a  socialization  pattern  of  allowing  female  children  to  carry  on  with domestic duties may automatically be translated into how they dominate and excel in occupational related areas such as home economics, food and nutrition. In the same vein, the socialization pattern of allowing the  male  children to tackle those  jobs that  are regarded as masculine, for example repairing a damaged chair in the house may automatically make them dominate and excel in occupations in the engineering and technology fields. Parents would benefit from this study because the tutoring role when learned and practiced at school by students can be used at home in helping siblings with their homework.

The findings of the study would assist government in putting up efforts towards reducing the wide variations in students’ academic achievement. Thus, students will be interested in technology, thereby meeting one of the objectives of Polytechnic education in  which  Building  Technology  is  embedded,  and  which  requires  the  educational

institutions to train people who can apply scientific knowledge to solve environmental problems for the convenience of man. As such, students will be encouraged to achieve highly and excel in building technology. When students are motivated to perform higher by reducing the existing gap in academic achievement, a pool of human resources to the nation in Building Technology will increase. This will bring about meaningful contribution to the individuals academic growth and expansion for the benefit of the Nigeria society as a whole.

Research Questions

The following research questions were stated to guide this study:

1.  What are the effects of peer tutoring (PT), reciprocal peer tutoring (RPT) and conventional teaching method (CTM) on ND II students performance in Building Technology?

2.  What are the effects of: PT, RPT and CTM on ND II Building Technology students acquisition of workplace skills?

3.  What is the effect of students’ gender on ND II students performance in Building

Technology?

4.  What is the interaction effect of the learning methods (PT, RPT and CTM) and gender on ND II students’ performance in Building Technology?

Hypotheses

The following null hypotheses were formulated to guide this study and tested at

0.05 level of significance:

1.  There is no significant difference in the performance of ND II Building

Technology students taught with PT, RPT and CTM.

2.  There is no significant difference in the acquisition of workplace skills of ND II Building Technology students taught with PT, RPT and CTM.

3.  There is no significant difference in the performance of male and female ND II

students in Building Technology.

4.  There is no significant interaction effect of the learning methods (PT, RPT and

CTM) and gender on students performance in Building Technology.

Delimitations of the Study

In this study, the effect of peer tutoring (PT), reciprocal peer tutoring (RPT), conventional teaching method (CTM) on the performance of students in Building Technology was carried out amongst Polytechnic students in Edo, Delta and Ondo States of Nigeria. This study covered the effects of PT, RPT and CTM on students’ performance in building construction, workshop practice, tendering and estimating, and technical/architectural drawing. This study was restricted to all ND II Building Technology students in the four Polytechnics in Edo, Delta and Ondo States of Nigeria.

₦5,000.00 – DOWNLOAD FULL PROJECT DOWNLOAD FULL PROJECT Added to cart

---

---

---

---

---

Related Project Topics :