EFFECTS OF CHALLENGE – BASED AND ACTIVITY-BASED LEARNING APPROACHES ON TECHNICAL COLLEGE STUDENTS’ ACHIEVEMENT INTEREST AND RETENTION IN WOODWORK TECHNOLOGY

ABSTRACT

This  study  was  designed  to  determine  the  effects  of  challenge-based  and  activity-based learning  approaches on technical college students’ achievement,  interest  and retention  in woodwork technology. A pre-test, post-test, non-equivalent control group, quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for the Challenge  based  learning,  while  59 were for the  activity-based  learning.  Eight research questions and twelve null hypotheses, tested at 0.05 level of significance, guided the study. The  instruments  used  for  data  collection  were  Woodwork  Cognitive  Achievement  Test (WCAT),  Woodwork  Psychomotor   Achievement  Test  (WPAT)  and  Woodwork  Interest Inventory (WII) items. Other instruments used were the challenge-based and activity-based learning lesson plans. The items of the WCAT were based on table of specifications built in order to ensure the content validity of the test. The instruments were also subjected to face validation  by  five  experts  in  woodwork  technology  from  Department  of  Industrial  and Technology Education, Federal University of Technology Minna and woodwork technology teachers  at Government Technical Colleges in Niger State. The WCAT was trial-tested to determine its psychometric indices and reliability coefficient. The trial test for determining the coefficient of stability of the WCAT was carried out using test re-test reliability method. Pearson product moment correlation coefficient of WCAT was found to be .78. In addition, KuderRicahrdson  21 (K-R 21) was used to test the internal consistency of the WCAT. The reliability coefficient obtained was .76.The scorer reliability technique was used to establish the reliability  coefficient  of the PAT.  Inter-rater  reliability  coefficient  obtained  was  .82. Cronbach  Alpha  was  used  to  determine  the  internal  consistency  of  the  WII  items,  the reliability coefficient was found to be .89. Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses. The study revealed that students taught woodwork  using  the challenge-based  learning  instructional  approach  had a higher mean score than  students taught using the activity-based  learning teaching method  in cognitive achievement  test, psychomotor  achievement  test and test for retention  of learning.  Mean score of males taught woodwork using challenge-base learning instructional approach was higher  than  the  mean  score  of females  taught  using  the  same  challenge-based  learning instructional approach in the cognitive achievement test, and psychomotor achievement test, but the mean score of females was higher than that of the males in the test for retention of learning. The differences in the mean scores of male and female in the cognitive achievement test, psychomotor  achievement  test and test  for  retention  were found  to be insignificant. Consequently,  the  research  recommended  that  (1).  The  National  Board  for  Technical Education (NBTE) should  consider a review of Woodwork work curriculum for Technical Colleges with a view to  incorporating the challenge-based learning instructional approach into the teaching of woodwork (2). The Ministry of education and administrators of Technical Colleges should always organize seminars, conferences and workshops to sensitize technical teachers on the use of the challenge-based learning instructional approach in the Technical Colleges.

Background of the Study

CHAPTER ONE INTRODUCTION

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Woodwork technology is one of the vocational subjects studied in technical colleges in Nigeria. The goal of Woodwork technology in technical colleges according to National Board for Technical Education (NBTE, 2007) is to produce skilled craftsmen for self or paid employment  in the world of work. The skill areas for employment  in  woodwork include: machine Operations, Furniture Making, Upholstery Design and Construction, Carpentry and Joinery. All these areas of woodwork technology are changing rapidly and as such it demands that practitioners should have flexible skills that can easily adapt to changes.

The rapid changes in technology have necessitated the need to equip technical college students  with  workplace  basic  and  thinking  skills  which  will  make  them  flexible  and adaptable  to  the  present  and  envisaged  future  changes.  Technology,  the  world  over  is dynamic and work organizations are getting increasingly flexible, process-based and multi- tasking. This apparently is to suit demands of the prevalent knowledge society and ample use of innovations and inventions in work places and changes in the organization of work (Ogwo and Oranu, 2006). In this context, there is  need for educational institutions to adjust their curriculum  to accommodate  changes in  work places so as to produce students with work

place basic skills required to thrive in the 21st century knowledge-based economy and society

(Boyle, Duffy & Dunleavy, 2011). The changes in the curriculum of Woodwork technology is also necessary to accommodate changes in the sector.

Employers  inwoodwork  industries engage  the services of employees with  workplace skills who are able to flexibly acquire, adapt, apply and transfer their knowledge to different contexts  and under varying technological  conditions.The  challenge  of preparing technical

college students for the 21st century woodwork workplace therefore necessitates a shift in the

instructional  delivery system  used  in the teaching  of Woodwork  technology  in  technical colleges. The traditional instructional methods especially lecture and demonstration teaching methods though used for so many years in the teaching of Woodwork technology seem today inadequate for equipping students with skills such as  creative skills, higher order thinking

skills and problem solving skills needed by the students to thrive as craftsmen in the  21st

century Woodwork workplace. This is because the teaching methods are executed by teacher centred activities; hence most students are not always given enough opportunity to participate actively     in     the     teaching/learning     process.     These     teaching/learning     methods

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emphasizeknowledge  transmission from the teacher to passive students and encourage  rote memorization of facts (Boyle, Duffy & Dunleavy, 2011). The consequence of the use of these methods  in  teaching  vocational  subject  such  as  woodwork  technology  in  the  technical colleges is that students are unable to acquire workplace skills as well as retain their learning and apply it in new situations. Moreover, Ukoha and Eneogwe (1996) maintained that lecture and demonstration methods are inappropriate for teaching and encouraging students to think for  themselves  in  practical  related  subjects  including  woodwork  technology.  This  could therefore,  be partly responsible  for the low  achievement  of technical college  students’  in woodwork technology examinations and  at the workplace when eventually employed  after graduation.

The  achievementof   Woodwork   technology  students   in  National   Business   and

Technical   Examinations   Board   (NABTEB)   especially   that  of  2011/2012,   2012/2013,

2013/2014 has not been encouraging.In the year 2011/2012, out of 634 students that sat for NABTEB (woodwork) in all the technical colleges in Niger State, only 213 students made a good pass of A1 – C6 grade (33.60%), while 421 students representing 66.40% had grades ranging from P7 – F9. Also in the year 2012/2013, out of the 806 students that sat for the same NABTEB (woodwork) examination, only 234 students made A1 – C6 grade (29.03%) while 572 students representing (70.97%) had P7 – F9 grades. Again, out of the 803 students that sat forNABTEB (woodwork), 599 (74.60%) of overall  students had poor results with only 204 (25.40%) students making A1 – C6 grades in the academic year 2013/2014(Niger State  Science  and  Technical  School  Board  NSSTSB,  2014).These  can  be  seen  in  the distribution of students’ academic achievement by years of study in the colleges within the area under study (AppendixL, pp.200).

This continuous poor academic achievement most often reduces students’ interest and can lead  to poor knowledge  retention  in woodwork  technology as well as other  adverse effects on the entire programme objectives of woodwork technology.  Students  sometimes hate a subject which records high rate of failure in examination and retention of knowledge is seriously  dependent  on  achievement  and  interest.  Considering  this  poor  achievement  of students in woodwork technology subject, one is bound to be worried.Teaching and learning in Woodwork technology however, might be enhanced by the adoption of teaching/learning approaches rooted in problem-based learning approach.

Problem  based learning (PBL) is one of the constructivist  learning strategy  which posits  significant  contextualized  real  world  situation,  providing  resources,  guidance  and instruction to learning as the students develop content knowledge and problem solving skills.

PBL is a student-centered, self-directed integrated and contextual mode of learning. Problem based  learning  requires  learners  to  actively explore  information  resources  other  than the teacher, including primary documents, reference materials and community members, and to draw on knowledge from diverse subject areas. Hence, Ogbuanya (2008) recommended that students should take responsibility for their own learning and the teachers should be looked at more  as mentors  and  less  as presenters  of  information.  Therefore,  instructional  methods rooted in PBL could be a sure way of teaching both theory and practical in woodwork. It helps the students  to  learn how to  learn and  reduces  the  teacher’s  instruction,  since  the learners are actively involved.

Prominent among teaching and learning approaches that are rooted on problem-based learning are challenge-based and activity-basedlearning approaches.Challenge-based  learning (CBL) is an engaging multidisciplinary approach  to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems (Johnson and Adams,  2011).The  authors  maintained  that challenge  based learning begins with a big idea and cascades to the following: the essential question; the challenge; guiding questions, activities, and  resources; determining and articulating the solution; taking action by implementing  the  solution.  Further,  Abubakar  (2013) stressed  that Challenge  – Based learning builds on the practice of problem-based  learning, in which students work on real- world  problems in collaborative  teams, but with key distinctions  that add a great deal of relevancy for students. At the center of Challenge – Based learning is a call to action that inherently requires students to make something happen. They are compelled to research on their topic, brainstorm strategies and solutions that are both credible and realistic in light of time and resources, and then develop and execute one of those  solutions that address the challenge in ways both they themselves and others can see and measure.

Although teacher involvement throughout challenge based learning process is crucial, its  nature  changes  as  students’  progress  through  its  stages.  Early  on  when  the  teacher introducesChallenge  – Based learning to students and set up the challenge,  the teacher is making  decisions,  communicating  information,  teaching  skills,  and  answering  questions about how the process works and what is expected of students. In the middle stages, students take charge of planning and researching their own work and the teacher serves primarily as a project manager and mentor working alongside the students, helping them through the rough spots and keeping them on track. In the later stages, students are deeply engaged in their own work while the teacher ensures that they have mastered the required knowledge and skills through appropriate  assessments.  Finally,  the teacher  will transit into  the role of product

manager supporting the students as they implement, evaluate, and publish their solutions and results. Challenge based teaching/learning approach like Activity – Basedteaching/learning is geared towards improving students’ achievement in the 21st  century classrooms. Though, this is yet to be verified in wood work technology.

The idea of Activity – Based learning follows the constructivist  educational  theory and is learner-centered pedagogy. Activity – Based learning may be defined as a method of instruction, where activities of different types, suitable and relevant to specific subjects are integrated seamlessly into the regular instructional materials and methods to involve students in  the  teaching  –  learning  or  instructional  processes  and  engage  them  fruitfully  (Auta,

2012).An Activity – Based learning approach requires students to become active participants instead  of passive  learners.  According  to  Haury and  Rilero  (2004)  an  Activity  –  Based learning approach involves three components: (i) hands-on; students are actually allowed to physically perform tasks as they construct meaning and acquire understanding;(ii) minds-on; the activities focus on the core concepts, allowing students to develop thinking processes and encouraging them to question and seek answers that  enhance their knowledge, and thereby acquire an understanding of the real world; and (iii) authentic; students are presented with problem-solving that incorporates real-life questions and issues in the format that encourages collaborative effort, dialogue with teachers or experts and generalization to broader ideas and application. In Activity – Based-teaching, students not only interact with materials or make observations but, involved in developing thinking processes and construction of meaning in order  to  acquire  understanding.  The  assumption  is  that  direct  experiences  with  natural phenomena will provide curiosity and thinking (Lumpe& Oliver, 2011).

In Activity – Based-teachingapproach, the textbook is replaced by cards. These cards are prepared from units in textbooks. There are cards for introducing the topic, learning it, reinforcing  it  and  testing  it.  These  cards  include  activities,  both  individual  and  group (Shuptrine, 2013). The cards are arranged in card boxes in order of steps on a ladder. Each step and each activity within it is represented by icons. A ladder for the subject is displayed on a chart in every classroom. Students are expected to know which card they are on and get the  appropriate  cards  from  the  card  boxes,  which  are  systematically  arranged  with  the relevant  icon  labels,  in  the  classroom.  Students  work  either  individually  or  in  groups. Sometimes, students in higher levels help students at lower levels. The teacher-student ratio is reduced to 1:1 where the teacher attends to only one child at a time.Activity – Basedand Challenge – Based learning approach earlier discussed seems capable of improving students’ academic  achievement  and retention  of learning  in woodwork  technology  since  both are

learner centered.  However,  it is not yet known  which of these teaching methods  will  be betterin improving students’ achievement in wood work technology.

Academic achievement has been described as a view on how well an individual has done his cognitive tasks. It may also be regarded as the general ability of students concerning their offered subjects compared to a specified standard called Pass Marks’ (Abubakar, 2013). Abubakar, (2013), maintained that pass mark is relative and can be arbitrarily defined as 40% or 50%. This may also be referred to as the criterion of excellence (Aremu&Adika, 2000). The term as well means the attainment of success of a student in his school work among his classmates.  Achievement  in  Woodwork  technology  connotes  performance  in  the  school subject  as  symbolized  by  a  score  or  mark  on  Woodwork  achievement  test.  Students’ achievement in vocational and technical education according to Beesley (2012) is defined as the learning outcomes of student which include the knowledge, skills and ideas acquired and retained through his course of studies within and outside the classroom situation. Kolo (2013) noted that students’ cognitive or psychomotor achievement is quantified by a measure of the student’s academic standing in relation to those of other students of his age.

Psychomotor achievement simply relates to students’ achievement in practical tasks. Therefore  in  this  study,  psychomotor  achievement  refers  to  achievement  of  students  in Woodwork  technology  practical  task  which  is  usually  represented  by  a  score  or  mark obtained in a performance test. Okoro (2006) explained that performance test involves the use of tools and equipment in a direct assessment of the amount of practical skills possessed by the student. According to Atherton (2003) student’s cognitive and psychomotor achievement is influenced by several factors among which are the instructional method and the learner’s ability. However, it is also observed that students’ cognitive and psychomotor achievement may also be influenced by gender of the student.

Gender  refers  to  the  characteristics,  whether  biological  or  socially  influenced,  by which people define male and female (Myers, 2002). Gender may also be explained as the socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for men and women. Disparities according to Okoro (2006) usually exist in the levels of performance  between  males  and females.  This study will  therefore,  ascertain  if students’ achievement, retention of learning and interest in studying Woodwork technology will  reflect  students’  gender  after  being  exposed  to  challenge  based  learning  teaching approach  and  Activity  –  Based  learning  teaching  approach.  Students’  achievement  and retention of learning is most often dependent upon several factors among which are learning environment  and  instructional  method.  Instructional  method  rooted  in  challenge  based

learning teaching approach or Activity – Based learning teaching approach seem to provide a learning environment that gives students deeper engagement in the learning process which may influence students’ retention of learning in Woodwork technology.

Retention of learning is the repeat performance by a learner of the behaviour earlier acquired, elicited after an interval of time (Uba, 2014). It is affected by the degree of original learning,  the method of learning and the learner’s  memory capacity among  other factors (Demmert, 2014). Retention simply refers to how much a person remembers after an interval of time without practice and that it is the difference between what is initially learnt and what is later forgotten. Retention of learning can equally refer to learning which lasts beyond the initial  testing  and  it  is  assessed  with  test  administered  two  or  more  weeks  after  the information has been taught and tested. Haynie(2012) explained that retention of learning is measured with two tests: the initial test’ and the delayed retention test. The initial test is the test employed at the time of instruction or immediately thereafter while the delayed retention tests are those administered two or more weeks after instruction and initial testing to measure retained  knowledge.  Retention  is the preservative  factor  of the mind  (Kundu  and Totoo,

2007). Whatever touches consciousness leaves trace or impression and is retained in the mind in form of images.  Boyle,  Duffy and Dunleavy  (2003) posited  that students’  retention  in learning is determined  by factors such as teachers’ ability, motivation,  meaningfulness  of subject  matter, methods  of instruction,  memory capacity of the  learner  and the  learner’s interest in learning.

Interest is an important factor in learning, it is viewed as the feeling that an individual has   when   he   or   she   wants   to   know   or   learn   more   about   something   such   as Woodworktechnology.Obodo  (2004) contended that interest is the attraction, which forces or compels a child to respond to a particular stimulus. In other words, a child develops interest if a particular stimulus (e.g. teaching method or school subject) is attractive and arousing or stimulating. This means that the child is bound to pay attention as a lesson goes on if he is interested in that particular lesson. Bayraktar (2014) maintained that interest comes as a result of eagerness or curiosity to learn not by force.  Interest is an important variable in learning because if a student has positive interest towards a particular subject he or she not only enjoys studying the subject but would also derive satisfaction from the knowledge of the subject. Interest is perceived in relation to internal state of mind or reactions to external environment or predisposition to experience. Interest may also be viewed as the readiness to react towards or against a situation, person or things in a particular manner, e.g. with love or hate fear or resentment to a particular degree or intensity. That is to say that, interest is that internal state

that  influences  the  individual’s  personal  actions.  This  definition  assumes  that  students’ interest in woodwork technology implies the reactions, impressions and feelings the student has in Woodwork technology and its related tasks.

The abilities  of a woodwork  craftsman  in the  area of construction  and  repair  of woodwork products may therefore be enhanced through teaching and learning  approaches such as Challenge – Based or Activity – Based learning approach.  Hence,  this study will attempt to find out which of these teaching/learning  approaches  will be  more effective  in improving students’ achievement, retention and interest in wood work technology.

Statement of the Problem

The skills needed in design, processing and production of woodwork products  are becoming  increasingly  complex.  This  is  as  a  result  of  the  rapid  rate  of  technological development in the world of work. The Woodwork workplace hasimproved technologically especially in the 21st  century where employers in the Woodwork world of work are seeking

for employees  with  workplace  skills  such as higher  order  thinking  skills,  creativity  and problem solving skills.

The  conventional  teaching  methods  (such  as  lecture  and  demonstration  methods) adopted by most Woodwork technology teachers in technical colleges seem  inadequate for equipping the Woodwork craftsmen with the workplace skills such as flexibility, adaptability, creativity,  high order thinking and problem solving.  These  teaching/learning  methods  are teacher-centered,  hence, do not give students enough opportunities to think for themselves and  actively  participate  in  the  learning  process.  The  short  coming  of these  methods  of teaching  could  partly be  responsible  for  the  poor  performance  of woodwork  students  in examinations over the years in Niger State. The results in the past three years shows that in the year 2012 only 33.60% made a good pass, also in the year 2013 only 29.03% made good grades  while  in  2014  only  25.40%  made  good  grades.  This  continuous  poor  academic achievement  no  doubt,  reduces  students’  interest,  leads  to  poor  knowledge  retention  in woodwork technology and  has other adverse effects on the entire programme objectives of this course. It has been  observed  that most of the Woodwork technology craftsmen from technical  colleges  even  after  employment  often  abandon  their  occupation  or  have  their attention divided over another vocation and even engage in jobs like hawking of petroleum products, illegal foreign exchange market business and political thuggery which are not  in line with the training they received. Hence,it is necessary to adopt instructional approaches that would be more effective in improving students’ academic and psychomotor achievement

in  woodwork  technology.  This  study  is  therefore,  designed  to  determine  the  effects  of Challenge – Basedand Activity – Based learning approaches on technical college students’ achievement, gender, interest and retention in Woodwork technology in Niger State.

Purpose of the Study

The purpose  of this  study is to  determine  the  effects  of Challenge  –  Based  and Activity – Based learning approaches on technical college students’ achievement, interest and retention of learning in Woodwork technology in technical colleges. Specifically, the study is designed to determine the,

1.   Effect  of  Challenge  –  Based  and  activity–based  learning  approacheson  students’

cognitive achievement in Woodwork technology.

2.   Effect  of  Challenge  –  Based  and  activity–based  learning  approacheson  students’

retention of learning in Woodwork technology.

3.   Effect  of Challenge  –  Based  and  activity–based  learning  approaches  on  students’

psychomotor achievement in Woodwork technology.

4.   Effect  of Challenge  –  Based  and  activity–based  learning  approaches  on  students’

interest in studying Woodwork technology.

5.   Influence  of  gender  (male  and  female)  on  students’  cognitive  achievement   in

Woodwork technology.

6.   Influence  of gender  (male  and  female)  on students’  psychomotor  achievement  in

Woodwork technology.

7.   Influence   of  gender  (male  and  female)  on  students’  retention  of  learning   in

Woodwork technology.

8.   Influence of gender (male and female) on students’ interest in studying  Woodwork technology as be measured by Woodwork interest inventory.

Significance of the Study

The findings of this study will be beneficial to State Science and Technical  School Board,  woodwork  technology  teachers,  students,  curriculum  planers,  government,parents, woodwork industries and future researchers, if adopted.

The findings of this study on the effects of Challenge – Based and Activity – Based learning  approach  will  be  useful  to  educational  administrators  in the  State  Science  and Technical Schools Board when made available. The information that the study will provide will serve  as a guide  that will be useful to educational  administrators  in the training of

Woodwork  technology  teachers  at  seminars  and  workshops  on the  application  of  either

Challenge – Based or Activity – Based learning approach in their classroom teaching.

The findings of this study will also be beneficial to Woodwork technology teachers in technical colleges. The information when made availablewill enlighten the  teachers on the effects of Challenge – Based and activity–based learning approach on students’ cognitive and psychomotor achievement in woodwork technology. Such information will help the teachers to improve their instructional delivery by using either Challenge – Based or Activity – Based learning approach in teaching Woodwork students to acquire cognitive and practical work place skills. This in effect, will result  in the training of competent Woodwork technology craftsmen for the nation’s economic, industrial and technological development.

The results of the study on gender achievement,  retention  and interest of  students taught Woodwork technology using either Challenge – Based or Activity –  Based learning approach will also be of benefit to Woodwork technology teachers. The findings may enable the teachers to be aware of gender effect on Woodwork technology achievement, retention and interest  of students  taught Woodwork  technology using either  Challenge  – Based  or Activity – Based learning approach. The information will help the teachers to improve their instructional  delivery  by  using  either  Challenge  –  Based  or  Activity  –  Based  learning approach to bridge the gap in students’ achievement, retention and interest of boys and girls in Woodwork  technology.  Furthermore,  the findings  of the study on students’  interest  in studying Woodwork technology is expected to provide Woodwork teachers, with information on the effectiveness of either Challenge – Based or Activity – Based learning approach on students’ interest. The knowledge will assist the teachers on how to apply either Challenge – Based or Activity – Based learning approach as an instructional tool for  transforming the present   teacher-centered   classroom   into   rich,   students-centered   interactive   knowledge environment  to  secure  and  sustain  the  attention  of  the  students  in  learning  Woodwork technology. Therefore, students will benefit from the findings of the study when teachers use either    Challenge    –    Based    or    Activity    –    Based    learning    approach    to    teach woodworktechnology.   It  is  expected  that  the  teachers  will  be  able  to  create  learning environment  that  will ensure  active  students’  participation  in the  classroom  activities  to improve students’ achievement and interest in learning.

Curriculum planners will benefit from the findings of this study. The findings  will provide empirical evidence for curriculum planners on the effectiveness of either Challenge – Based or Activity – Based learning approach in the teaching of Woodwork technology. The information will hopefully influence future trends in Woodwork curriculum development.

The entire society will benefit from the findings of this study. This is because if the most  effective  teaching  method  (either  Challenge  –  Based  or Activity –  Based  learning approach)  is adopted  by Woodwork  technology  teachers  in technical colleges  in training Woodwork craftsmen,  it will lead to the production of competent  Woodwork  technology craftsmen that will secure either paid or self-employment in the Woodwork world of work. This will in effect reduce the problems associated with unemployment in the society.

Parents will also benefit from findings of the study as they will find compensation for financial expenses they have incurred in the payment of school fees for their children. This will be realized if students are able to acquire skills as a result of the use of any instructional guide that is found more effective for instruction which will make the parents happier and more  encouraged  to  support  the  training  and  re-training  of  their  children.  Furthermore, woodwork, industries will benefit from the findings of the study by having pool of well – trained craftsmen who are adaptable to the changes in technology in the woodwork industries.

Finally,  educational  researchers  will  benefit  from  the  findings  of this  study.  The information will provide empirical data on the effect of Challenge – Based and  Activity – Based  learning  approach  in teaching  and  learning  of Woodwork  technology in technical colleges. This information will serve as a guide to educational  researchers  in their future research studies.

Research Questions

The following research questions were formulated to guide this study:

1.   What is the effect of Challenge – Based and Activity – Based learning approaches on students’ cognitive achievement in Woodwork technology?

2.   What is the effect of Challenge – Based and Activity – Based learning approaches on students’ retention in Woodwork technology?

3.   What is the effect of Challenge – Based and Activity – Based learning approach on students’ psychomotor achievement in Woodwork technology?

4.   What is the effect of Challenge – Based and Activity – Based learning approach on students’ interest in studying Woodwork technology?

5.   What is the influence of gender (male and female) on students’ cognitive achievement in Woodwork technology?

6.   What  is  the  influence  of  gender  (male  and  female)  on  students’  psychomotor achievement in Woodwork technology?

7.   What is the influence of gender (male and female) on students’ retention of learning in Woodwork technology?

8.   What is the influence of gender (male and female) on students’ interest in studying woodwork technology measured by Woodwork technology interest inventory?

Hypotheses

The  following  null  hypotheses  guided  the  study  and  were  tested  at 0.05  level  of significance:

HO1: There is no significant difference between the mean effect of Challenge – Based and Activity – Based learning approach on students’ academic achievement in Woodwork technology.

HO2:  There is no significant difference between the mean effect of gender on  Woodwork technology cognitive achievement  of students (male and female)  when  taught using Challenge – Based and Activity – Based learning approach.

HO3: There is no significantinteraction  effect of treatment  given to students taught  using Challenge  –  Based  and  Activity  –  Based  learning  approachon  gender  (male  and female)  with  respect  to  their  mean  scores  in  Woodwork   technology  cognitive achievement test.

HO4:  There  is  no  significant  difference  in the  mean retention  scores  of students  taught woodwork  technology  using  Challenge  –  Based  and  Activity  –  Based   learning approach.

HO5: There is no significant  difference  in the mean retention  scores of male and  female woodwork students on Woodwork technology cognitive achievement test when exposed to Challenge – Based and Activity – Based learning approach.

HO6: There is no significantinteraction effect of treatment given to students and their gender with respect to their retention scores in Woodwork technology.

HO7:   There is no significant difference between the mean effect of Challenge – Based and Activity  –  Based  learning  approach  on  students’  psychomotor   achievement   in Woodwork technology.

HO8: There is no significant difference between the mean effect of gender on  Woodwork technology psychomotor achievement of students (male and female) when taught using Challenge – Based and Activity – Based learning approach.

HO9:     There     is     no     significantinteraction     effect     of     treatment     and     gender onstudentspsychomotor  achievement taught using Challenge – Based and  Activity – Based learning approach in woodwork technology.

HO10: There is no significant difference between the mean effect of Challenge – Based and Activity  –  Based  learning  approach  on  students’  interest  in  studying  woodwork technology.

HO11:  There  is  no  significant  difference  between  the  mean  effect  of  gender  (male  and female) on students’ interest in woodwork technology.

HO12: There is no significant interaction mean effect of treatments given to students taught using Challenge – Based and Activity – Based learning approach and  their gender (male  and  female)  with  respect  to  their  mean  scores  in  woodwork  technology inventory.

Scope of the Study

The study was conducted in all the technical colleges offering woodwork technology in Niger State. The TechnicalCollege  year two (TC II) students served as  subjects of the study. This is becauseTC II students have a prerequisite knowledge of Woodwork drawing and design. The study was restricted to Drawing and Design in Woodwork technology. It is observed that Drawing and Design aspect of Woodwork technology is always difficult for Woodwork  technology  students.  Drawing,  design  and production  of  wood  products  also require application of creative and higher order thinking skills.

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