ABSTRACT
Tremendous advances in Information Communications Technology (ICT) and the evolution of Multimedia have led to new approach in learning and teaching. The purpose of the study was to determine the effect of multimedia technique on technical college students’ achievement in auto-mechanics in Benue State, Nigeria. The Quasi-experimental design specifically, the pre-test-post-test non-equivalent control group design was adopted. The population for the study consisted of 150 Part One students of auto-mechanics in the five technical colleges where auto-mechanics technology trade is offered in Benue State, Nigeria. Four research questions and four hypotheses were formulated to guide the study. The Auto- Mechanics Achievement Test (AMAT) was used for data collection and analyses were made using the mean, while Analysis of Covariance (ANCOVA) was used to test hypotheses of no significant difference at 0.05 level of significance. The study found that; the students taught with multimedia technique had higher mean post-test achievement and retention scores in the AMAT than their counterparts taught with lecture method. However, ability level and gender did not show any significant difference in post-test mean achievement scores of students of auto-mechanics in technical colleges exposed to multimedia technique. To this end it was recommended that: auto-mechanics teachers should be encouraged to employ multimedia
technique in delivering their lessons since it enhances academic achievement and retention, curriculum planners should integrate the use of multimedia technique in the curriculum of motor vehicle considering its benefits in the teaching and learning of auto-mechanics trade, workshops, seminars and conferences should be organized for technical teachers by the Federal Ministry of Science and Technology in Nigeria, on how to plan, develop and use multimedia technique for the purpose of promoting increased interest and achievement among students, and computer laboratories should be provided in all technical colleges for enhanced multimedia application.
CHAPTER ONE
INTRODUCTION
Background of the Study
Nigerian technical colleges are meant to produce craftsmen for various industrial technical sectors and are regarded as the principal institutions for technical education. They offer various mechanical trades including auto-mechanics. Auto-mechanics trade in technical colleges is designed to produce competent craftsmen who can meet up with the challenges of technological developments in automobile industries. Generally, auto-mechanics trade aims at giving training and imparting the necessary skills leading to the production of craftsmen, technicians, and other skilled personnel who will be enterprising and self reliant (NBTE
2001). Accordingly, auto-mechanics craftsmen are expected to test, diagnose service and completely restore motor vehicles to the manufacturer’s specifications. For this to come into reality however there has to be a modification or a shift in the methods employed in the teaching of auto-mechanics in the technical colleges.
When the first automobiles rolled down to Nigeria over some decades ago, life changed. Only the elite owned one of these horseless carriages, which was a sign of wealth and social status. Today, automobiles are a necessity. Most Nigerians would have difficulty surviving without a car. People need cars and as such need craftsmen and technicians who would repair them whenever need arises. Each year new cars and light trucks are produced and shipped to Nigeria. While the manufacturing and selling of automobile to Nigerians has continued to blossom, the demand for automobile service craftsmen and technicians is increasingly becoming high. While that fact challenges the technical education in Nigeria, the success of auto-mechanics trade in the technical colleges greatly depend on the effective
teaching method(s) adopted by technical teachers for imparting the required knowledge, altitude and skills on the students.
According to Agnew and Shin (1990), teachers constantly face the challenge of how to plan instruction which will best meet the individual differences among learners. These challenges include selecting appropriate methods and techniques. The selection process however, does not only require that the teacher should be aware of how to use various techniques, but it also requires to ascertain which students learn best with various techniques. Similarly, the techniques with which to teach under various conditions are dependent on what level and types of information (Cree, and Macaulay, 2000).
With the advent of the knowledge-economy (K-economy) and globalization, an effective instructional technique is pivotal. Mayer, Fennell, Farmer, and Campbell, (2004) noted that science and technology needs an integration of information and communication technology (ICT) into learning, teaching and assessment. They felt that there are possibilities for providing a better education in science and technology by modifying the teaching and learning with emphasis on ICT. Federal republic of Nigeria [FRN] (2004) considers ICT as divers set of technological tools and resources used to create, communicate, disseminate, store and manage information in electronic form. ICT can be used in education to create learning environments such as computer based laboratories, simulations, intelligent tutors and multimedia among others. Since Nigeria is committed to developing and providing world- class educational system, an effective instructional technique suffices.
Like other trades offered in the technical colleges, auto-mechanics curriculum has undergone several changes in the past years both in terms of content and methodology. The latest change took place in the year 2001 with the reorganization of the curriculum of motor vehicle (CMV) into modules. One of the modules is petrol engine maintenance otherwise
coded as CMV11. According National Board for Technical Education [NBTE] (2001), “the goal of petrol engine maintenance module is to produce petrol engine maintenance craftsmen who should understand the basic principles of operation and carryout general maintenance and reconditioning work on petrol engines “(p.41). The knowledge and skills in petrol engine maintenance will provide auto-mechanics students with adequate preparation for entry level employment. Delmar (2011) emphasized that students of auto-mechanics need a good grounding in the broad area covering four stroke cycle engine basics if they are to be successful as engine diagnosticians.
The engine is the automobile’s source of power. It is a complex device with many moving parts supported by a number of complicated systems. The petrol engine consist of sparkplugs, inlet and exhaust valves, piston and piston rings, cylinder with combustion chamber, connecting rod, crankshaft, and flywheel as the main components (Retherston,
2009).
Automobile engine works on the principles of four stroke and two strokes. The four stroke cycle has four sequences namely, induction, compression, power and exhaust strokes. During indication stroke; the piston moves from top-dead-centre creating a partial vacuum in the combustion chamber, the inlet valve open while the exhaust valve closes, a mixture of air and fuel enter the combustion chamber through the inlet manifold (Gilles, 2011). During compression stroke; both the inlet and exhaust valves close, and the piston moves from bottom-dead-centre to top-dead-centre thereby compressing the fuel-air mixture. During the power stroke; both valves remain close while the sparkplug emits a thin flame for combustion to occur. The rise in engine temperature causes expansion of gases which forces the piston to move from top-dead-centre to bottom-dead-centre (Dolan, 1999). Finally during the exhaust stroke, the exhaust value opens while the inlet valve remains closed, piston moves from
bottom-dead-centre to top-dead-centre thereby expelling the burned gases through the exhaust manifold (Gilles, 2011). The sequence then starts over again as long as the engine remains on.
Education in Nigeria has been reportedly characterized by lecture and demonstration teaching methods (Nevkar, 2008). Okafor (1984) pointed out that, the demonstration and lecture methods of teaching are too traditional and behind the state of arts. The demonstration and lecture methods used for teaching technical college students present learning contents in abstracts such that most students seem to gain little or nothing in the teaching and learning exercise and therefore have poor performance.
Poor performance of students in auto-mechanics trades as evident in the National Technical Certificate (NTC) examination has assumed a pathetic dimension. From the foregoing, technical teachers need to adopt suitable ways of tackling the current mass failure if they are to halt the drifts of students to technical education (NABTEB, 2010). The relevance of auto-mechanics amongst other trades offered in technical colleges cannot be overemphasized, hence the need for proper teaching methods of auto-mechanics so that students’ performance in NTC will be greatly enhanced. According to Aina (1998), teachers of auto-mechanics ought to make auto-mechanics trade an interesting, enjoyable, and easily learned trade. However, with the current use of lecture and demonstration methods of teaching auto-mechanics, only very little improvement will be achieved, because the lecture and perhaps the demonstration method of teaching only expose students to learning with static materials which do not indicate the working principles of various systems. To this end, the use of multimedia technique that exposes the working principles has therefore become imperative. Multimedia is the presentation of different types of information using the combination of text, sound, pictures, animation, and videos (Interactive Multimedia, 2010). According to Jankowski and Hassen (1996), the term multimedia often describes high sophisticated technology, such as CD-ROM and internet web sites, which incorporate text, sound, video,
and animation. In the context of this research however, multimedia is the computer learning package which incorporates any three of text audio, graphics and animation. Multimedia technique is somewhat similar to a traditional textbook in terms of holding information. However, the ability to manipulate the text itself through an electronic device holds the potentials for students to work with the media thereby allowing a more exciting technique compared to standard note taking. Multimedia therefore has the potential and functionality to hold enjoyment for users compared to that of a standard textbook (Ryan, 2011). In light of the above, Freeman (1996) opined that teaching and learning should be associated with feelings of pleasure and enjoyment instead of boredom or fear.
Learning involves a relatively permanent change in behaviour of learner (s) due to experience (Chance, 1988). Similarly leaning takes place when information is understood and remembered by the learners (s). The content to be learned can be presented in many ways. Traditionally, learning of auto-mechanics like any other trade has relied on textbooks, lecture, and demonstration methods for the transfer of knowledge. Technological advancement in the field of ICT, in particular multimedia technique, has enabled the presentation of information in a number of media including text, audio, video, graphics, and animation. Multimedia technique also adds the element of user interaction with the information presented.
According to Ramsey (1996), the use of multimedia technique for education is increasing tremendously. Much emphasis has been placed on the technological advancements in which multimedia technique allows information to be presented as text, audio, graphics, video and animation. This variety of media permits the generation of impressive displays that are dazzling to eye and ear.
In Nigeria, the application of computers is now infiltrating in all levels and areas of education. Many schools use computers for documentation purposes only but in this age of
ICT, the usage of computers as an instructional medium in schools is more imperative as a result of the huge volume of information that is changing rapidly. Teachers of auto-mechanics should integrate computers as instructional medium to facilitate the teaching and learning process. Multimedia technique of instruction is possible since many schools are now equipped with computer laboratories. Teachers of auto-mechanics are therefore encouraged to facilitate students’ construction of knowledge in a very exciting, presentable and practical way. Multimedia technique not only contains the expected components but also instructs students on individual basis. On the same vein, Moreno and Mayer (2000) expressed that people learn through the five senses and the contribution of each to the amount that is learnt varies. They estimated that out of 100%; 1% is learnt through taste, 1.5% through touch, 3.5 through smell,
11% through hearing, and 83% through seeing. Putting hearing and seeing together indicates that 94% learning can be achieved with multimedia technique. Furthermore the amount of information that people retain is a vital aspect of learning.
Retention refers to the process of maintaining a replica of acquired new knowledge or the ability to recall the piece of information whenever it is required (Mayer, 2003). Moreno, and Mayer, (2000) provided some interesting insight regarding the amount of retention through the various senses over time. They asserted that, three hours after receiving instruction, learners can retain 70% of what they heard only, 72% of what they saw only and
85% of what the both heard and saw. Similarly, three days after receiving instruction, learners can retain 10% of what they heard only, 20% of what they saw only, and 65% of what they both heard and saw. This analysis of the retention rate through the various senses leaves no one in doubt that multimedia technique can be used to create a variety of external conditions that can enhance achievement and retention. It suffices therefore to investigate if the use of multimedia technique can enhance achievement and knowledge retention of auto-mechanics students in the technical colleges.
Academic achievement refers to intellectual and skills attained by a student in a particular subject, measured by a score obtained in an achievement test. Akem (2006) broadly defined academic achievement as excellence in all academic disciplines in class as well as extracurricular activities measurable by a test. Accordingly, an achievement test is an instrument administered to a learner to draw out the desired and expected responses, as demanded in the instrument, performance on which the individual is assigned a score representing his/her achievement (Olaitan, Ali, Eyo & Sowander 2000). They noted that academic achievement is always denoted by a score, which is a representation of the amount of learning acquired, knowledge gained or skills and competence developed in that particular subject.
Academic achievement is dependent on several factors including; teaching method, students’ background, intelligence, interest, environment and motivation (Ryam, 2011). In a related development, a study carried out by Lowmen (2006) to articulate the characteristics of good teaching and how it influences students’ academic achievement found that, teaching method and teaching aids used by a teacher to impart knowledge have significant influence on students’ academic achievement. It is therefore imperative to investigate if the use of multimedia technique can enhance academic achievement of auto-mechanics students in technical colleges.
When learning is placed under the microscope in order to identify salient variables that could have influence on academic achievement, ability level and gender could be identified. While ability level is the intellectual and skills differences that exist in between students subjected to a particular discipline, gender is the physical and behavioural difference that distinguishes individuals according to their functions in the reproductive process (Redmond,
2009). Generally, on ability level students are classified as low-ability level students and high- ability level students. While on gender, students are classified as male and female.
Nigeria as fast developing nation is moving towards excellence through education. Greater involvement and a bigger workforce in science and technology are required for the knowledge economy and globalisation. More students are attracted to enrol in technical education to congregate the workforce required in industrial technical sector. This has directly encouraged many students with low-ability and high-ability levels to be accepted in science and technology stream (Andersson, 2008). Consequently, an environment where the class will be a mismatch of high-ability level students and low-ability level students is created. The low- ability level students will be poorly motivated and might be subjected to low achievement (Vickneasvari, 2007). To avoid this however, it is important for technical teachers to provide a learning environment and instruction in manner that will be suitable for both the low-ability level and high-ability level students to achieve learning in the same manner. In light of the above, it is imperative to investigate the effect of multimedia technique on the low-ability level as well as high-ability level students. The reason is to determine whether low-ability level and high-ability level student can perform equally when exposed to a multimedia technique.
With respect to academic achievement, there is a generally observed pattern of female students outstanding male students in most subject but less so in science and technology (Riding, Grimley, Dahraci & Banner, 2003). They noted that male students have greater ability in mathematics while female students have a greater ability in languages and verbal skills. In a related development, Robertson, Sue Newell, Mathiassen, and Bjerknes, (2001) reported gender difference in Science achievement while conducting research on gender issues in the classroom. While investigating the gender difference in attitudes, achievement and use of computer, Soukup, (1999) also found that there is gender difference in the usage of computer that is more evident at the secondary school level than in the elementary school. Therefore, an investigation into gender differences in terms of academic achievement of auto-
mechanics students in technical colleges suffices. The rationale is to determine whether male and female students can perform equally well when exposed to a multimedia technique.
Statement of the Problem
As a result of increasing demand for craftsmen who can test, diagnose, service and completely restore automobile to the manufacturers’ specification, knowledge and skills in auto-mechanics have become indispensible in everyday life. The auto-mechanics trade in Nigeria’s technical college is meant to produce competent automobile craftsmen with sound theoretical and technical know-how who should be able to test, diagnose, service and repair faults relating to the conventional automobile assembly main units and systems to the manufacturers’ specifications (NBTE, 2001). Graduates of auto-mechanics from technical colleges have opportunities of either being employed in automobile industries, or becoming self-employed and enterprising. Better still, they have opportunities open to them for securing admission into higher institutions of learning in pursuit of various diplomas and degrees.
Considering the industrial, business and agricultural nature of Benue State, the use of automobile as a means of transportation has increased drastically. As a result of this, the demand for competent auto-mechanics craftsmen is very high; opportunities are open to them for immediate employment and academic advancement.
On the contrary however, the high expectation and hope of auto-mechanics students and their parents to make good fortune upon graduation from technical college becomes dim, as majority of them have been graduating but, with very poor achievement. The performance of auto-mechanics students in technical colleges has become regrettable. To this end, the graduates of auto-mechanics are neither good in general education nor in the trade (Ogwo,
2004). The National Business and Technical Examinations Board (NABTEB) chief examiners’ report and results analyses by technical college principals has consistently shown
that, auto-mechanics students are persistently turning up with poor results in the National Technical Certificate (NTC) examination conducted by NABTEB. Consequent upon the observed deterioration in auto-mechanics students’ achievement in both internal and external examinations, it is suspected that the teaching method that would enhance academic achievement of auto-mechanics students has not been used.
Nevkar (2008) confirmed that technical education in Nigeria has been characterized by lecture and demonstrations methods. Okafor (1984) also pointed out that, the demonstration and lecture methods of teaching presently practiced in Nigeria are traditional and behind the state of arts. With the lecture and demonstration methods of teaching, auto-mechanics students are taught with static materials which do not show the working principles of various systems in automobile. Therefore, the study to determine the effect of multimedia techniques that exposes the working principles on technical college students’ achievement in auto- mechanics in Benue State, Nigeria has become imperative.
Purpose of the Study
The purpose of the study is to investigate the effect of multimedia technique on technical college students’ achievement in auto-mechanics in Benue State, Nigeria. Specifically, the study sought to:
1. determine the achievement score of auto-mechanics students in technical colleges exposed to multimedia technique with their counterparts exposed to lecture method.
2. compare the effect of multimedia technique with lecture method on retention of auto- mechanics students in technical colleges.
3. compare the achievement score of low-ability level students with high-ability level students of auto-mechanics students in technical colleges exposed to multimedia technique.
4. compare the achievement score of male with female students of auto-mechanics students in technical colleges exposed to multimedia technique.
Significance of the Study
The result of this research will be of benefits to the school administrators, automobile industries, technical college teachers, auto-mechanics students, and the society.
The findings of this study will be of benefit to school administrators as they will to realize the effect of multimedia technique, and as such, influence them to make efforts towards developing multimedia courseware for teaching auto-mechanics technology. The subsequent provision of multimedia courseware will immensely address learning difficulties auto-mechanics students encounter due to their diverse learning styles.
Automobile industries will also benefits from the finding of this research by having a pool of professionally, trained auto-mechanics craftsmen who will be adaptable to the changes in automobile industries. Having the competent auto-mechanics craftsmen would make the automobile industries to function at their optimal level that would guarantee economic improvement.
The result of this research shall be of immense value to technical college teachers as they would become aware of the need to use multimedia technique to improve their instructional dexterity. Multimedia technique will boost technical teacher’s morale and their work will also become easier and interesting.
Auto-mechanics students will also immensely benefit from this research as they would be taught auto-mechanics using multimedia technique which exposes the working principles of automotive systems. Learning of auto-mechanics will become concrete rather than in
abstract, which will enhance their retention achievement in both internal and external examinations.
The society will immensely benefit from the more efficient and effective services that will be rendered by the auto-mechanics craftsmen who will pass through such an improved and technologically enhanced method of teaching and learning. In addition, the society will benefit from auto-mechanics craftsmen whose grade of achievement would be high due to exposure to multimedia technique.
Research Questions
The following are research questions formulated to guide the study:
1. What are the achievement scores of auto-mechanics students in technical colleges exposed to multimedia technique over their counterparts exposed to lecture method?
2. What is the comparative effect of multimedia technique with lecture method on retention of auto-mechanics students in technical colleges?
3. What is the achievement score of low-ability level students compared with high- ability level students of auto-mechanics in technical colleges exposed to multimedia technique?
4. What is the achievement score of male compared with female students compared with high-ability level students of auto-mechanics in technical colleges exposed to multimedia technique?
Research Hypotheses
The following null hypotheses (Ho) were formulated and were tested at 0.05 level of significance are formulated to guide the study:
Ho1 There is no significant difference between the post-test achievement score of auto- mechanics students in technical colleges exposed to multimedia technique and their counterparts exposed to lecture method.
Ho2 There is no significant difference between the post-test achievement score of low-ability level students and high-ability level students of auto-mechanics in technical colleges exposed to multimedia technique.
Ho3 There is no significant difference between the post-test achievement score of male and female students of auto-mechanics in technical colleges exposed to multimedia technique.
Ho4 There is no significant difference between the retention score of auto-mechanics students in technical colleges exposed to multimedia technique and their counterparts exposed to lecture method.
Delimitation of the Study
This study will be delimited to determining the effect of multimedia technique on technical college students’ achievement in auto-mechanics in Benue State, Nigeria. The study will cover two topics selected from CMV11 (Petrol Engine Maintenance) of the NBTE (2001) Curriculum of motor vehicle. These are; (1) Basic component of four- stroke, spark ignition (petrol) engine, and (2) The working principles of four- stroke, spark ignition (petrol) engine. The five technical colleges in Benue State that offer auto-mechanics trade that offer auto- mechanics trade will be considered for the study.
This material content is developed to serve as a GUIDE for students to conduct academic research
EFFECT OF MULTIMEDIA TECHNIQUE ON TECHNICAL COLLEGE STUDENTS’ ACHIEVEMENT IN AUTO-MECHANICS IN BENUE STATE NIGERIA.
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