EFFECT OF TASK INSTRUCTION SHEETS ON METALWORK TECHNOLOGY STUDENTS’ ACHIEVEMENT AND RETENTION IN COLLEGES OF EDUCATION IN SOUTH WEST NIGERIA

Abstract

The study investigated the effect of task instruction sheets (TIS) on metalwork technology students’ achievement and retention in Colleges of Education. The study  adopted  the  quasi-experimental  research  design,  specifically,  pretest, posttest non equivalent control group design which involved groups of students in the intact classes. The population of the study comprised all the 315, hundred level,  two  hundred  and  three  hundred  level  students  offering  metalwork technology in the seven Colleges of Education in South West. Two Colleges of Education out of the seven Colleges were purposively selected and all the 139 students offering metalwork technology in the two Colleges were involved in the study. This number is made up of thirty, 100 level, twenty nine, 200 level and   four,  300  level  students  which  constituted   the  experimental  groups assigned to task instruction sheets (TIS) while fifty six, 100 level, sixteen, 200 hundred  level  and  four,  300  hundred  level  students  which  constituted  the control groups assigned to conventional (lecture cum demonstration)  method. The   instruments   used   for  data   collection   were  Task   Instruction   Sheet Evaluation Questionnaire (TISEQ) and  Metalwork Psychomotor Achievement Test (MPAT). The (MPAT) was drawn based on a table of specification that covered  six  out  of  seven  levels  of  Simpson’s  Taxonomy  of  Psychomotor Domain.  The MPAT  was subjected  to face and  content  validation  by three experts.  Test  re-test  reliability  technique  was  carried  out  to  determine  the reliability  coefficient  of  the  MPAT.  Kuder-Richardson  Formular  K21  and Pearson Product Moment Correlation coefficient, were utilized to establish the coefficient of internal consistency and stability of the MPAT. The values were found to be 0.75, 0.61, 0.72 and 0.89, 0.75, 0.81 respectively. Cronbach Alpha technique  was  adopted  to  establish  the  internal  consistency  of  the  Task Instruction Sheet Evaluation Questionnaire (TISEQ). The reliability coefficient obtained from TISEQ in clusters A and B and overall cluster were 0.886, 0.788 and 0.870 respectively. Mean was used to answer the research questions, while ANCOVA was employed to  test the hypotheses. The study revealed that TIS was  more  effective  in  improving  students’  psychomotor  achievement  and retention in sheet  metalwork, fabrication and welding, machine shop practice and  advanced  fabrication  and  welding  than  the  conventional  (lecture  cum demonstration) method. It was also discovered that TIS significantly improved students’ achievement  in sheet metalwork,  fabrication and  welding, machine shop practice and advanced fabrication and welding within their ability level, but high ability group maintained  higher mean  achievement  scores than the average and low abilities. Based on the findings, the study recommended that metalwork  teachers  should  adopt  the  use  of  TIS  to  teaching  metalwork  to students in Colleges  of  Education.  Administrators  (Provosts)  of Colleges of Education  should  ensure  adequate  supply  of  materials  for  production  and utilisation of TIS. It was also recommended that Ministry of Education (Federal and    State)   should   organise   re-training   programmes   through   seminar, workshops,  conferences  and  in-house  training  for  metalwork  teachers   in Colleges of Education in order to update their knowledge on development and effective utilization of TIS for maximum result among other recommendations.

CHAPTER I

INTRODUCTION

Background to the Study

Metalwork technology can be delivered to students through instruction. Instruction could be given in oral or written form depending on what purpose the given instruction is intended  to  achieve.  Nordquist  (2010),  described  instruction  as  a  written  or  spoken direction  for  carrying  out  a  procedure  or  performing  a  task.  Salvin  (2010),  viewed instruction as written information or skills presented  to  students in an organised orderly way to  bring  about  a change  in behaviour  of  the  learners.  Salvin  further  stated  that, instruction can be presented to the learners using different methods suitable to the learners’ environment  in  order  to  cause  the  expected  change  in  the  behaviour  of  the  learners. Menchinshaia,  Skatkim and  Budarnyi (2010) described  instruction as a dual process of transmitting  or acquiring  knowledge,  skills,  and  attitudes  between  the  teacher  and  the students in a classroom or laboratory setting. Menchinshaia et al reiterated that, this process depends on the interaction of the following factors; the goals of the instruction, upbringing, student development, the content of instruction, that is, the knowledge, skills and attitudes that the students must master. Instruction, therefore, can be viewed as a systematic means of imparting  knowledge, skills and attitudes in metalwork technology to students in  the classroom or laboratory by the teacher using relevant materials.

A  teacher  in  the  opinion  of  Olaitan,  Alaribe,  and  Onipede  (2010)  is  an individual who is trained in pedagogical and technical areas of a particular subject and charged with the responsibilities of imparting knowledge, skills and attitudes to students in that subject. A teacher as defined by the Teacher  Registration  Council of Nigeria

(TRC,  2002)  is  a  person  who  possesses  the  capability  to  impart  the   acquired competence to learners in a given subject area.

A teacher in this study means an individual who has been trained pedagogically and technologically  in  metalwork  technology  and  charged  with  the   responsibility  of imparting knowledge, skills, and attitudes in that subject to the students in Colleges of Education.

Metalwork technology according to Vilaton (2010) refers to activities of using metals or metal-based materials for the purpose of fabrication, construction and other associated   project  and  design  activities.  Metalwork  technology  as   stated  in  the Minimum  Standard  document  of  National  Commission  for  Colleges  of  Education (NCCE  (2009)  consists  of  the  following  major  areas:  introduction  to  metalwork technology, sheet metal, fabrication and welding, foundry and forging works, machine shop practice and advanced fabrication and welding, heat engine, and maintenance and repair works. In this study, three major areas of metalwork technology as stated in the NCCE (2009) Minimum Standard were selected to be taught to hundred, two hundred and three hundred level NCE metalwork students. These major topics are sheet metal, fabrication and welding (NCE 100 level), machine shop practice (NCE 200 level) and advanced fabrication and welding (NCE 300 level). Metalwork technology contents in the three major topics selected involve both theory and more of practical skill activities. Metalwork  technology practical skill activities  according  to Yalams (2001),  involve skills in measuring, marking out, cutting, filling, drilling, thread cutting and grinding among others. These skill activities can be developed into task for training students for work.

A task according to Olaitan, Nwachukwu, Igbo, Onyemachi and Ekong (1999)  is regarded as a discrete learning item having definite starting and stopping points which can be performed and/or learned within a relative short period of time. Similarly, Clark (2004)

described  a  task  as  an  action  designed  to  contribute  a  specified  end  result  to  the accomplishment  of  an  objective.  Clark  further  explained  that,  a  task  has  identifiable beginning and end, observable and measurable in minutes and hours.

Clark  stressed   further   that,  by  observing  the  performance   of  students,   a   definite determination can be made that the task or learning items has been performed.

A task, therefore, is an instructional item consisting of many activities presented to students by a teacher which they are expected to perform within a stipulated time for the purpose of eliciting expected  behavioural  change  in them. These tasks can be  developed  into task instruction sheets.

Task instruction sheet according to Igbo (1990) is an instructional technique  that shows a step-by-step  procedure  for accomplishing  a task. Campbell (1999)  viewed task instruction sheet as instructional technique that provides the learners opportunity to have individualised  laboratory learning experience. Griffey and  Housner (2007), tend to share the same opinion with Campbell. Griffey et al submitted that task instruction sheet is an instructional technique that gives the students the practical opportunity to progress through series of tasks organised progressively from simple to complex at their own pace. Griffey et al further stated,  that that, task instruction sheet, as instructional  technique,  typically allows  the  learners  of  different  abilities  to  progress  through  tasks  at  different  rates according to their abilities.

Learners exhibit different abilities towards learning, some are fast learners  (high ability), average learners (average ability), and slow learners (low ability). The high ability (fast learners) perform or show the potential for performance at an outstanding  level of accomplishment in at least one designated domain when compared to other students of the same  age,  experience,  or  environment  (Denise,  2013).  Average  ability  as  viewed  by Rosenberg, Westling and McLeskey (2013)  lag significantly behind grade-level peers in

developing academic skills, therefore are likely to be significantly delayed in learning basic skills.

Low ability learners on the other hands according to Lowenstein (2013) react slower than average ability, self-expression  is awkward and self-esteem  is low. They find it  hard to figure out things themselves, especially, if given multiple step instructions.

Taking into cognisance these different learning abilities of learners especially when they are required to spend the same time and cover the same curriculum contents and be examined for performance,  an instructional technique such as task  instruction sheet that will allow the learners learn at their own pace could be adopted. Osinem (2008) in his view stated that task instruction sheet helps the high, average and low ability learners to learn at their own pace and become  proficient  at a given time.  Osinem  further  stated  that task instruction  sheet technique  is more individualised  than  group  instruction  where all the students are performing the same task at the same time. Robert (2010), in his contribution described task instruction sheet as a teaching device of great value where directions are given or where general principles  or facts are presented to students who are unequal in attainment, ability or skills.

Task instruction sheet therefore is an instructional technique which could provide students   with   complete   step-by-step   instructions   or   direction   to   be   followed   in accomplishing           a           given           task           in           metalwork           technology. Task instruction sheet technique has been developed and used in teaching practical skills in clothing construction,  (Igbo, 1990), radio and television  (Effiong, 1996), electricity and electronics (Udoetuk, 2007), vocational horticulture  (Scanlon and Newcomb, 2010), and woodwork  technology  (Robert,  2010).  This   technique  has  been  found  effective  in enhancing students’ achievement in these  subjects. It has therefore become necessary to develop  and  use  task  instruction   sheets  for  teaching  practical  skills  in  metalwork

technology  in  Colleges  of  Education  in  order  to  determine  its  effect  on  students’

achievement.

Achievement  according to Mifflin (2009) is something accomplished  or  finished successfully especially by means of exertion, skill, practice or perseverance. Sofyan (2009) described achievement as the result, the successfulness, the extent, or ability, the progress in learning educational experiences that the individual indicate in relation with his or her educational  learning.    Sofyan  further  identified  two  dimensions  by  which  students’ achievement can be expressed, namely good or poor achievement.

Good achievement  leads to success,  while poor achievement  leads to failure.  Students’ achievement  also  connotes  performance  either  good  or  poor  in  school  subjects  as symbolised by a mark or score on an achievement test. Apunam (1999) defined students’ achievement as learning outcomes of the students which include the knowledge, skills, and ideas acquired and retained through their course of study within and outside the classroom situation. Therefore   students’ achievement  in metalwork  technology   practice could be described as the learning outcomes of the students  expressed  by a mark or score on an achievement test which symbolises the level of knowledge, skills and attitudes acquired in that subject in Colleges of Education. Kelvin (2008) pointed out that students will achieve better manipulative skills in any subject matter when the objectives by which the skills are taught based on the psychomotor domain taxonomy.

The  psychomotor  domain  taxonomy  of  educational  objectives  emphasizes manipulative  skills.    This  domain  according  to  Okeme  (2011),  is  characterized  by progressive level of behaviours from observation to mastery of  physical skills. From available  literature  on physical  skills development,  writers  on psychomotor  domain especially on assessment  aspect  like Kibler,  Baker  and  Miles  (1970),  Dave (1970), Harrow (1972), Simpson (1972), and Crafty (1973)  have classified psychomotor into some taxonomy.

Recognising the usefulness of classification of psychomotor domain taxonomy in terms of learners ability in learning manipulative skills,  Simpson (1972) developed a classification system of skill assessment through seven progressive levels of behaviours involved  in mastery of a skill, (from basic to  most complex behaviour).  This study therefore adopted the Simpson six out of the seven progressive levels of behavioural assessment (perception, set, guided response, mechanism, complex covert response and adaptation)  to  assess  the  effect  of  task  instruction  sheet  on  metalwork  technology students’ achievement and retention.

Retention  has  to  do  with  ability  to  remember  and  apply  previously  learnt behaviour. Retention in the view of Graham (2003) is the learning that last beyond the initial unit of lesson and it is assessed with test administration two or more weeks after the information have been taught and tested. This means that a learner who is able to repeat an acquired piece of knowledge and skill with less error over time is said to have retained the knowledge and skills taught to him or her. Retention in the view of Hayme (2003)  is measured  with two  tests, the  post-test  which was used  immediately  after instruction and the delayed or retention test administered two or more weeks after the initial or post-test to measure the acquired knowledge. Retention in context of this study means the  ability of students to repeat an acquired knowledge, skills and attitudes in metalwork technology over time with less error either through their responses to  test administered on them or practical application of the acquired competence.

In  this  study  therefore,  retention  of  acquired  competence  was  established through  administration  of  delayed  achievement  test  on the  two  groups  of  students selected for the study after four weeks of the post-test. The performance of the students in the delayed achievement test indicated that the instructional methodology adopted by

the teacher has effect on the retention of the acquired knowledge, skills and attitudes in metalwork technology by the students in Colleges of Education.

However, the poor quality of NCE technical teachers produced from Colleges of Education  for  teaching  basic  technology  in junior  secondary  schools  has  continued  to generate  concern  among  researchers  and  stakeholders.    Nwaifo  and  Nwaifo  (2009), reported that the production of poor quality NCE technical teachers cannot be completely divorced  from the faulty instructional techniques through  which  they were prepared. In Colleges of Education in the area of study, lecture  cum demonstration  method which is referred to in this study as conventional method appeared to pre-dominate other methods of teaching practical skills to students in the Laboratory. This method according to Eze (2001) has some inherent  limitations which  have made it ineffective  for teaching manipulative skills to students. In order to address the effect of this present instructional method on the acquisition  of  practical  skill  competence  by NCE  technical  students  and  the  need  to produce quality NCE technical teachers from Colleges of Education, who will teach basic technology  at  JSS  level,  an  innovative  instructional  technique  (task  instruction  sheet technique) as an alternative to lecture cum demonstration method needs to be developed. Therefore  attempted  to  find  out  whether  it  will  help  facilitate  metalwork  technology students’ achievement and retention of the acquired practical skills by the NCE students for teaching basic technology to junior secondary school students after the completion of their programme.

Statement of the Problem

Colleges of Education are part of the broad spectrum of tertiary  educational institutions  that  have  the  main  objectives  of  preparing  students  for  the  Nigerian Certificate in Education (NCE) in literary and technical education (FRN 2004).   The objectives of technical education programme in Colleges of Education as stated in the Minimum  Standard  document  of  National  Commission  for  Colleges  of  Education

(2009)  include:  to  produce  technical  NCE  teachers  and  practitioners  of  technology capable of teaching basic technology in Junior secondary schools; to produce technical NCE teachers who will be able to inculcate scientific and  technological attitudes and values into the society; to produce qualified technical teachers motivated to start the so much desired revolution of technological development right from Nigerian schools and to prepare technical teachers so as to qualify them for a Post NCE degree programme in Technical Education.

Available literature have revealed that these objectives have remained a mere wish as most NCE technical teachers produced from Colleges of Education are of low quality and do not exhibit the required competencies for teaching Basic Technology to students in Junior secondary school (Uwaifo and Uwaifo, 2009).

Based on this experience, a pilot study was carried out by the researcher among

200 level students of metalwork technology in two Colleges of Education in Lagos state on the constraints to production of quality NCE technical graduates (technical teachers). (See Appendix I, page 264). The findings from the study revealed among other things that, the adoption of lecture cum demonstration method for teaching practical skills pre- dominated other instructional techniques used for teaching metalwork practical lessons in the  laboratory  by teachers.  Therefore,  production  of low  quality  NCE  technical teachers might be as a result of adoption of lecture cum demonstration method among other constraints for teaching metalwork  practical skills to students. This experience might negate the fundamental objectives of technical education programmes in Colleges of Education.

In addition, the National Examination Council of Nigeria (NECO 2008) Chief Examiner’s  reports cited  in Adeola  (2011)  stated  that the poor  performance of JSS students in prevocational subjects might be as a result of inappropriate application of teaching  methodology  among  other  problems  by  technical  teachers  produced  from

teacher  training  institutions  among  which  Colleges  of  Education  is  one.  Attempt therefore  has  to  be  made  to  resolve  the  shortcoming  of  the  existing  instructional technique  (lecture  cum  demonstration   method)   if  the   fundamental  objective   of producing quality technical (NCE) teachers and practitioners of technology capable of teaching basic technology in Junior secondary schools is to be achieved.

It is therefore necessary to develop an innovative instructional technique (task instruction  sheet  technique)  beyond  the  conventional  (lecture  cum  demonstration) method  with  a  view  to  facilitate  the  teaching  of  practical  content  of  metalwork technology to NCE students. This might enhance the  production of quality technical NCE  teachers  that  are  sufficiently  equipped  with  practical  skills  competence  in metalwork technology for the professional  teaching job in junior secondary schools. Hence this study.

Purpose of the Study

The general purpose of this study is to investigate the effect of task instruction sheet  on metalwork  technology  students’  achievement  and  retention  in  Colleges  of Education in South West, Nigeria. Specifically, the study sought to:

1.        Develop and validate appropriate task instruction sheet in metalwork for teaching sheet metalwork,  fabrication  and welding,  machine  shop practice,  and  advanced welding and fabrication to students of metalwork in Colleges of Education.

2.        Compare   the  mean  achievement   score  of  students   taught  sheet   metalwork, fabrication  and  welding  with  task  instruction  sheet  and  those   taught  using conventional (lecture cum demonstration) method in Colleges of Education.

3.        Compare  the mean achievement  score of students taught machine  shop  practice with  task  instruction  sheet  and  those  taught  using  conventional  (lecture  cum demonstration) method in Colleges of Education.

4.        Compare  the mean achievement  score of students taught advanced  welding  and fabrication with task instruction sheet and those taught using conventional (lecture cum demonstration) method in Colleges of Education.

5.        Determine the retention of learning in students taught sheet metalwork, fabrication and welding with task instruction sheet and those taught using conventional (lecture cum demonstration) method after four weeks.

6.        Determine the retention of learning in students taught machine shop practice with task   instruction   sheet   and   those   taught   using   conventional   (lecture   cum demonstration ) method after four weeks.

7.        Determine  the  retention  of  learning  in  students  taught  advanced  welding  and fabrication with task instruction sheet and those taught conventional (lecture cum demonstration) method methods after four weeks.

8.        Determine  the  effect  of  ability  group  (High,  Average,  and  Low)  on the  mean achievement of students taught sheet metalwork, fabrication and welding, machine shop practice and advanced welding and fabrication with task instruction sheet.

9.        Determine  the  effect  of  ability  group  (High,  Average,  and  Low)  on the  mean retention of learning in students taught sheet metalwork, fabrication and welding, machine shop practice and advanced welding and fabrication with task instruction sheet.

Significance of the Study

The results of the study will be of benefit to students of metalwork, teachers  of metalwork, administrators of Colleges of Education, National Commission for Colleges of Education  (NCCE),  curriculum  developers  for  other  science  and  technological  related courses, Ministry of Education, parents, metalwork industries and researchers in other field of study

The students of metalwork will benefit from the findings of this study. The students of metalwork could use prepared  task instruction sheet to perform a given  task with or without the supervision of their teachers and still obtain acceptable results. They could also use task instruction sheet for self assessment  in the process of performing a task in the laboratory. These students who are student teachers could also use task instruction sheet to teach junior secondary school students skills in Basic technology after graduation.

The information this study will provide will be of great benefits to the teachers of metalwork. It will provide them information on how to develop task instruction sheet and the  effectiveness  of  using  task  instruction  sheet  to  teach  process  skills  in metalwork technology skills in Colleges of Education. Teachers can then adopt task instruction sheet method to teach their students step by step skills in any practical contents of metalwork technology  curriculum,  especially  when  they  are  confronted   with  large  numbers  of students.

College administrators will benefit from the findings of this study. It will help them to appreciate the need to supply materials such as paper, drawing pens, printer,  prepared diagrams, and printing machine for developing task instruction sheet for use  in teaching metalwork  technology  practical   contents  and  probably  in  other   related   areas.  The significant effects of the provision of materials for development of task instruction sheets and their effective use by metalwork teachers to teach the students would be advantageous to the quality of skills acquisition drive in Colleges of Education (Technical).

The  result  of  the  study will  provide  the  National  Commission  for  Colleges  of Education information on the effectiveness of task instruction sheet for teaching metalwork technology.  This  information  could  help  the  Commission  to  encourage  the curriculum planners to integrate the use of task instruction sheet into methodology course for training the NCE teachers with special preference to metalwork technology programme.

The  findings  of  this  study  will  provide  information  to  Ministry  of  Education (Federal and State) who are employers of NCE technical teachers on the need to increase the budgetary allocation to Colleges of Education (Technical),  for organising workshop, seminars,  and  re-training  programmes  for teachers  on how to  develop  and utilise  task instruction  sheet  for  meaningful  teaching  and  learning  technical  skills  by  students  in Colleges of Education.

To parents, the findings from this study to a large extent will reduce the negative impression they (parents) have for technical education.  The active  involvement  of their wards in teaching and learning process through task instruction sheet is expected to make them  more  responsible  and  responsive  to  learning  process skills,  given  rise  to  higher academic gains. It is also believed that the skills  acquired through this learning process could be used by the students to carry out minor domestic repairs on home appliances made of metals.

The information provided by this study will be useful to the metalwork industries, as reality of adopting a practical driven technique to teaching metalwork technology will help  produce  NCE  technical  graduates  who  are  well  skilled  for  teaching  in  junior secondary school or employment in metalwork industries. This might relieve the industries of dearth of skilled manpower.

Curriculum  developers  for other  science  courses  in Colleges  of Education  will benefit from the findings of this study. It will help them to identify and include those tasks that  could  be  easily performed  by science  students  in Colleges  of  Education  into  the curriculum content.

Other researchers in other field of study, especially those areas of specialisation that involve skill acquisition will benefit from the information that will be provided  by this study. It will help them develop task instruction sheet that could be used for teaching skills

to students step by step in any task in their area of specialisation.  It will also serve  as literature for researchers in other field of study.

Research Questions

The following research questions were answered by this study:

1.        How appropriate are the developed and validated task instruction sheets rated  in terms  of  contents,  format  and  utility by teachers  of  metalwork  in  Colleges  of Education?

2.        What is the difference  in the mean achievement  scores of students taught  sheet metalwork, fabrication and welding through task instruction sheet and those taught using conventional (lecture cum demonstration) method in Colleges of Education?

3.        What is the difference in the mean achievement scores of students taught machine shop  practice  with  task  instruction  sheet  and  those  taught  using  conventional (lecture cum demonstration) method in Colleges of Education?

4.        What is the difference in the mean achievement scores of students taught advance welding  and  fabrication  using  task  instruction  sheet  and  those   taught  with conventional (lecture cum demonstration) method in Colleges of Education?

5.        What  are  the  mean  achievement  scores  of  students  taught  sheet   metalwork, fabrication  and  welding  with  task  instruction  sheet  and  those   taught  using conventional  (lecture  cum  demonstration)  methods  in  the  test  for  retention  of learning?

6.        What are the mean achievement  scores of students taught machine shop  practice with  task  instruction  sheet  and  those  taught  using  conventional  (lecture  cum demonstration) methods in the test for retention of learning?

7.        What are the mean achievement  scores of students taught  advance welding  and fabrication using task instruction sheet and those taught with conventional (lecture cum demonstration) methods in the test for retention of learning?

8.        What  is the comparative  mean  achievement  test scores  of ability group  (High, Average, and Low) of students taught sheet metalwork, fabrication and  welding, machine shop practice and advanced welding and fabrication with task instruction sheet?

9.        What is the relative mean retention scores of ability group (High, Average,  and Low) of students taught sheet metalwork, fabrication and welding,  machine shop practice and advanced welding and fabrication with task instruction sheet?

Hypotheses

The following null hypotheses were tested at 0.05 level of significance:

HO1:  There is no significant difference in the mean achievement scores of students taught sheet metalwork,  fabrication  and welding using task instruction  sheet  and those taught with conventional (lecture cum demonstration) methods.

HO2:  There is no significant difference in the mean achievement scores of students taught machine   shop  practice   using   task   instruction   sheet   and   those   taught   with conventional (lecture cum demonstration) methods.

HO3:  There is no significant difference in the mean achievement scores of students taught advanced welding and fabrication using task instruction sheet and those taught with conventional (lecture cum demonstration) methods.

HO4:  There is no significant difference in the mean achievement scores of students taught sheet  metalwork,  fabrication  and  welding  with  task  instruction  sheet  and  those taught  using  conventional  (lecture  cum  demonstration)  methods  in  the  test  for retention of learning.

HO5:  There is no significant difference in the mean achievement scores of students taught machine   shop   practice   with  task   instruction   sheet   and   those   taught   using conventional methods in the test for retention of learning.

HO6:  There is no significant difference in the mean achievement scores of students taught advanced welding and fabrication with task instruction sheet and those taught using conventional methods in the test for retention of learning.

HO7:  There is no significant  difference  in the mean achievement  test scores of  ability groups (High, Average, and Low) of students taught sheet metalwork, fabrication and welding with task instruction sheet.

HO8:  There is no significant  difference  in the mean achievement  test scores of  ability group (High, Average, and Low) of students taught machine shop practice with task instruction sheet.

HO9:  There is no significant  difference  in the mean achievement  test scores of  ability group  (High,  Average,  and  Low)  of  students  taught  advanced   welding  and fabrication with task instruction sheet.

Scope of the Study

The study was delimited to the comparison of task instruction sheet technique with conventional (lecture cum demonstration)  method in order to determine the effect of the former over the later on students’ achievement and retention in metalwork technology in Federal  College  of  Education  (Technical),  Akoka  – Lagos  and  Osun  State  College  of Education,  Ila  –  Orangun,  all  in  South  Western,  Nigeria.  Three  major  skill  areas  of metalwork technology (sheet metalwork fabrication and welding, machine shop practice, and  advanced  welding  and  fabrication)  were  taught  to  100,  200  and  300  level  NCE technical students in this  study. These students have at different levels had introductory courses in the subject matter; therefore they possess the reading capabilities required for the task instruction sheet.

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