EFFECTS OF CONSTRUCTIVIST INSTRUCTIONAL APPROACHES ON STUDENTS ACHIEVEMENT AND INTEREST IN HISTORY OF EDUCATION IN COLLEGES OF EDUCATION IN SOUTH-EAST NIGERIA.

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Abstract

The study was conducted to determine the effects of constructivist instructional approaches of teaching on interest and achievement of NCE students in History of Education in South-East, Nigeria. In carrying out the study, six research questions were developed to guide the study while six null hypotheses were tested at p<0.05 level of significance. The study adopted quasi-experimental design. Two Colleges of Education were purposively selected from eight Colleges of Education for the study in South-East, Nigeria. The population of the study was 2817 NCE students from the eight Colleges of Education in South-East. Sample size for the study was

351  students  from  two  Colleges  of Education.  The  instruments  used  for  data

collection  were  History  of Education  Achievement  Test  (HEAT).    History  of Education Interest Scale (HEIS). The instruments were validated by experts and later trial tested in order to test their reliability. Kendall’s W reliability technique was  used  to  test  PRE  and  POST  the  reliability  of  History  of  Education Achievement  Test  (HEAT)  and  Correlation  coefficient  of 0.71  and  0.93  were obtained, while History of Education Interest Scale (HEIS) was tested using Cronbach  Alpha  reliability  technique  and  a reliability  coefficient  of  0.94  was obtained. Mean scores and standard deviation were used to answer the research questions,  while Analysis of Covariance  (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The results of the study revealed that the students taught with  six element constructivist  instructional models consisting of Situation, Grouping Bridge, Question, Exhibit Reflection (SGBQER)     and 7ES learning  cycle  model of Elicit,  Engage,  Explore,  Explain,  Elaborate,  Evaluate,

Extend (7ES) had significantly higher mean achievement and interest scores than those taught using Conventional Lecture Method. The study also found that gender

of students had no significant interaction effects with the treatment given to them. Male   students   taught   with   six   element   constructivist   instructional   model (SGBQER) had higher mean achievement score than female students. Based on the  findings  of  the  study,  it  was  recommended  among  other  things  that  the lecturers of this course should adopt the use of constructivist instructional approaches on their instructional teaching in their Colleges of Education since it is better than using conventional lecture method.  Seminars and workshops should be organized by state and federal ministries of Education where teachers, textbook authors, and curriculum planners will be taught various active teaching method including   constructivist   instructional   approaches   to   enhance   interest   and achievement      of      NCE      students      in      the      History      of      Education.

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CHAPTER ONE

Background of the Study

INTRODUCTION

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Many nations of the world are today faced with recurring developmental problems and issues which the study of history could help proffer solutions to especially based on how similar problems had been resolved earlier elsewhere. According to Omolewa (1986) the study of history is very important to national development since it provides information on how similar issues had been dealt with in the past. History is a study of the past which helps us to understand the present  and  possible  plans  for  the  future  (Kanu,  1991).    Similarly,  Adeyinka (2004) sees history as the study of the past which helps us to avoid the mistakes of the past in order to improve on the good records of predecessors. History therefore is the record of the past events which helps us to understand and appreciate the present and plan for the future.

The  study  of  History  as  a  subject  is  very  crucial  though  it  has  been neglected in schools in recent times in Nigeria.  Nkekolonye, (2005) observed that history promotes  national  unity,  inculcates  in  students  the  spirit of patriotism, tolerance  and  understanding.  The  researcher  further  emphasized  the  need  for students to read the history of their nation as well as their education as it helps to socialize the youths who have been brainwashed and politically de-socialized by political opportunists.

Education is the life wire and a formidable means through which a nation develops economically,  socially, scientifically and technologically.  According to the National Policy on Education (Federal Republic of Nigeria, 2004) “education

is  an  instrument  par-excellence   for  effecting  national  development”.  In  all

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professions  and  disciplines,  there  is  a  need  to  study  their  origins  and historical development Education is one of the disciplines that has a history.

History of Education  is an aspect  of general  history which  attempts  to examine  the origins  and  development  of education  of a given  society  from  a historical perspective. It is one of the general education courses taught in Colleges of Education in Nigeria.  Kanu (1991) defined History of Education as the study of various stages of growth and development of the present educational system from its origin in the past as well as the systematic organization and interpretation of events in the past that are significant to nation-building efforts According to Enyi (2004), History of Education is the study of the factors and forces that influenced the evolution  and  development  of education  both  in  the present  and  the past. History of Education therefore, is a course of study that enables students to know the origin and the processes of educational growth and development in society in which they live. Oji (2002) therefore, noted that it is an important ingredient for professional teacher preparation in colleges of education.

Colleges of Education (COE) constitute a major component of teacher education  programmes,  aimed  at  producing  Nigeria  Certificate  in  Education (NCE) teachers with high professional discipline and appropriate knowledge that would facilitate attainment of the national educational goals, (Enyi, 2004).   The objectives  of Colleges of Education  include students’ ability at the end of the programme to:

i.   discuss intelligently the main ideas that have affected and still affect the development and practice of education generally;

ii.  develop,  select  and  effectively  use  appropriate  curriculum    processes, teaching  strategies,  instructional  materials  and  methods  for  maximum learner achievement;

iii. broaden  their  intellectual   perspective  through  the  general   studies  in educational programme;

iv.       demonstrate  desirable  attributes  in  moral  and  character  development and;

v.  discuss  intelligently  major  issues  affecting  teacher  education  and  the teaching profession in Nigeria (National Commission for Colleges of Education (NCCE, 2012: pg 1).

History of education is one of the courses considered crucial for the attainment of the above mentioned goals by the National Commission for Colleges of Education. The importance placed on the subject at the Nigerian Certificate in Education  (NCE) level necessitated  it to be made a compulsory course for all students undertaking the programme in Colleges of Education in Nigeria.   With respect to the NCE programme in Nigeria the NCCE (2012) stipulates that the objectives of History of Education are to:

i.     discuss the main idea that has affected and still affects the development and practice of education.

ii.     identify the major problems of education in Nigeria and to be able to know the solutions of the problems.

iii.     reveal the origin and development of education in Nigeria.

iv.     help students to have a deep understanding of the nature of the society in which they live.

v.     enable students to know what education policies are and what they are not. vi.     enable students to foretell the future through past and present happenings. vii.      help students to know more about the pre-literate education and their own

method of teaching (P. 2).

The achievement of the above objectives in classroom setting through teaching  is  very  important.  Achievement  deals  with  the  learning  outcome  of students.  Epunam (2002) sees achievement  as the result  of what a person has learned from some educational experiences. According to Marsh (2003), achievement is the success of individuals  in a given programme.  Achievement means an act of accomplishing or finishing a task, especially by means of assertive skills and practices. Achievement within the content of this study is viewed as a very important factor in teaching and learning of History of Education and it refers to student academic achievement which is measured in terms of pass or fail in the subject (Ezeife, 1996). When achievement is below expectation it is referred to as poor achievement. From the above definitions, achievement is, the progress which students  make  towards  the  set  goals  or  learning  experiences.     Despite  the importance placed on History of Education by making it a core and compulsory course,  students’  achievement  in  the  course  has  continued  to  be  poor  in  the Colleges of Education under study.

A close look at the achievement  of students  in History of Education  in Colleges of Education in South-East Nigeria shows a trend of poor performance. In College of Education, Ikwo, a total of 220 candidates registered for History of Education  examination  in  2011/2012  session.  The  results  indicate  that  130 candidates were successful while 90 candidates failed the subject.   In 2010/11, a

total of 250 candidates registered for the course; 150 candidates were successful while 100 candidates  failed the course. In 2009/2010 a total of 230 candidates registered for this course, 120 candidates were successful while 110 candidates failed the course. In 2008/2009 a total of 175 candidates registered for the course,

88 candidates were successful while 87 candidates failed the course. In Nwafor Orizu College of Education Nsugbe , a total of 308 candidates registered for the course in 2009 session; out of this number, 158 candidates were successful, while

150 candidates failed the course. In College of Education Nsugbe, a total of three hundred  candidates  (300) registered  for the course  in 2010 session; the result, indicates that one fifty candidates (150) were successful while one fifty candidates failed the course (150). In College of Education Nsugbe a total of 300 candidates registered for this course in 2010/2011 session, out of this number 150 candidates were successful, while 150 candidates failed the course. In 2011/2012 a total of

350 candidates registered for the course, 178 candidates were successful while 172 candidates failed the course. In 2008/2009 a total of 360 students registered for the course, 185 students were successful while 175 students failed the course. (Source: Head of Departments of various Colleges concerned) This gives a lot of concern to teachers, students, parents and society in general.

A  number  of  factors  have  been  attributed  to  the  poor  achievement  of students in History of Education. Omolewa (1986) observed that students in the NCE programme find it difficult to understand the subject as a result of the poor foundation laid for them in history at the primary and secondary school levels. History is no longer taught in the primary schools which represent the basic foundation upon which the rest of the educational system is built (FRN, 2004).

Osokoya  (2006)  also  noted  that  at  the  secondary  school  level  which  is  the foundation level for higher institutions, history as a subject has also been phased out.   Consequently, many NCE students who are compelled to study History of Education as an important aspect of teacher education never studied history at the ordinary or school certificate level in Nigeria. Thus, they were already deficient in content and interest and would therefore need deep persuasion to achieve higher in History of Education.

Some other factors that have contributed to possible poor performance and lack of interest in History of Education  include inadequate  use of instructional materials and teachers’ inappropriate use of teaching methods (Adeyinka, 2004). To the researcher, the poor methods teachers employ as well as the psychological fear of the subject (due to many dates and foreign names) could possibly have contributed to the poor performance and lack of interest by students. Kim (2005) have noted  that teachers in Colleges of Education  still value the traditional  or conventional methods of teaching such as the lecture method in which teachers dominate  classrooms  and  merely disseminate  knowledge  expecting  students  to regurgitate  facts  or  information  presented  to  them.  This  does  not  seem  to encourage students’ active participation in teaching and learning process, (Chin and Chia 2004). In such classrooms,  independent  thoughts  are not encouraged since  teachers  discourage  students  (through  their  instructural  activities)  to  be actively  involved  in  the  teaching-learning  process.  Teachers  depend  highly on textbooks  for  the  structure  of  the  course,  while  giving  little  opportunity  for students’ initiated-questions which can guide the learning processes. This affects opportunities for independent studies and collaborative learning among students.

Thus, students are made to think that there exists a conventional acceptable answer to situations without emphasizing on the construction of new ideas and knowledge (Chin and Chia and Adeyinka, 2004).

Current trends in research indicate that there is a seeming paradigm shift from viewing learners  as passive receivers  of knowledge to active participants who can construct knowledge in the learning process (Duff, 2009). This changing view is based on the fact that students have already formulated knowledge, ideas and understanding which they can use to construct and create new knowledge. In active learning, learners take the responsibility of their learning and are given the opportunity to make decisions about various dimensions of the learning process (Ackgoz,  2003).  It  is  student-centred  learning  process  where  teachers  merely guide. One  of the  active  learning processes  is  constructivist  strategy which  is centred on constructivist theory of learning (Brunner, 1973).

Constructivism builds upon students’ existing knowledge, beliefs and skills (Brooks and Brooks, 2004). Constructivists  model/approach  is a student-driven process proposed by psychologists  like Vygotsky (1978) and Bruner (1973) to enable learners   construct their understanding of information as they work with concepts and think about their processes (Duff, 2009). In this model of instruction, students redefine, reorganize, elaborate and change their initial concepts through interaction with their environment and other individuals. Constructivist strategy recognizes that learners build new ideas on top of their personal conceptual understanding  (Erikson,  2003).  In  this  model  of instruction,  students  redefine, reorganize,  elaborate  and change their initial concepts through  interaction  with their environment, including other individuals.

Constructivist  strategy enables students to think and learn on their own. They bring  their  prior  knowledge  and  experience  to  the  text  and  from  there, construct their own knowledge. Walk (2005) emphasized that students learn best when   they   are   active   and   seek   solutions   for   themselves.   Constructivist instructional strategy of teaching according to Glenda, (2005), is innovative and interactive  since  it  involves  other  desirable  active  teaching  methods  such  as inquiry method, project based method, cooperative  method, discussion method, questioning  among  others.  In  the  constructivist  method  of  teaching  dialogue among students is an important strategy for encouraging them to construct new knowledge.

Several   constructivist   approaches   have   been   proposed   by   various researchers in order to make teaching and learning effective. Amongst them are the:

    The learning cycle (TLC) Constructivist Instructional Model presented by

Akin and Karplis (1962)

      The  four  phase  constructivist  model:  Invitation,  Exploration/discovery, Proposing explanation and solution and Taking action (IEPT ) presented by Bybee (1989)

      Five phase constructivist based model presented by the Biological Sciences Curriculum Studies (BSCS, 1997) Engagement, Exploration, Explanation, Elaboration and Evaluation.

      The six element Constructivist instructional model consisting of situation, grouping, bridge questions, exhibit and reflection (SGBQER)  proposed by Gagnon and Collay (2010)

      The 7-Es learning cycle model of elicit, engage, explore, explain, elaborate, evaluate, extend proposed by Eisenkraft (2003).

A constructivist approach is based on the assumption that the student is active and purposeful during teaching and learning process, Ogbonna (2004) and Madu (2004) have provided theoretical  and empirical  support for constructivist based instructional models. These researchers have shown that the use of these models in teaching could bring better interest and achievement. The two constructivist  instructional   strategies  that  would  be  used  in  this  study  are (SGBQER  and  7Es). The researcher  used  constructivist  instructional  strategies (SGBQER and 7Es) to introduce practical approach in teaching and learning of History of Education to NCE students to easy understanding and improved interest and achievement of the students.  According to the researcher these constructivist instructional  models would provide to students an opportunity to recognize  the problem   through   observation,   and   these  models   would   also   give  students opportunity  to  use  their  prior  knowledge  and  experience  to  construct  new knowledge and meaning. This would help students to think and interact with each other as they make several attempts in searching for information to arrive at the solution, this information is then communicated to others not a selected few. The researcher used these models in this study because the models may help students to understand the course very well, which may lead to better achievement since they got information to the problem by themselves not receiving them from the teacher.  The SGBQER on the other hand highlights the importance of assessment at  every  stage  of  the  learning  process.  The  SGBQER  involves  Situations, Groupings, Bridge, Questions, Exhibit and Reflections.

           Situation: Teachers develop the situation for students to explain, it would include what the teacher expects the students to do and how they will make their own meaning.

           Grouping: involve a process of groupings of materials and students, the teacher will either decide to group the students as a whole class, individuals or collaborative thinking teams of two, three or more as well as the arrangement of the materials that the students will use to explain the situation.

           Bridge: The teacher need to build a bridge between what students already known and what the teacher wants them to learn, anticipate questions to ask and answer without giving away an explanation.

           Question:  The  teacher  will  have  some  guiding  questions  which  will encourage   active   learning   process,   questions   which   will   encourage reflections and which will encourage them to explain their thinking.

           Exhibit: Exhibit encourages students to exhibit a record of their thinking by sharing it with others. It could involve writing a description of their thinking or findings on cards, making verbal presentations, presenting them as charts or graphs.

           Reflection: The final stage is students’ reflections about their learning. It involves  the attitudes,  skills and  concepts the students have learnt.  The knowledge the students had before, what they wanted to know and what new thing that they have learnt.

Eisenkraft (2003) introduced the 7-Es  learning cycle. This is an expansion

of the 5-E model. It includes:

           Elicit: the first stage is to elicit information on the prior knowledge the learner had

           Engage: the teacher arouses the interest of the students by telling a story , making  a  demonstration  or  showing  a  picture  that  could  motivate  and capture the interest of the students

           Explore:  the  students  are  given  opportunity  to  explore  the  topic  by constructing  understanding  through  active  process.  They  make observations,  investigate  questions,  design  experiments,  collect  data and draw conclusions. The teacher provides support where necessary

           Explain:  students  report  and  explain  their  finding  to  the  class..They verbalize and clarify important concepts

           Elaborate: at this stage students think more deeply on what they have learnt and try to apply it to new contexts

           Evaluate  use  formative  assessment  to  asses  the  students  learning.  The teacher can investigate how they carried out their investigation or how they interpreted data.

           Extend:  this  phase  leads  students  to  connect  the  concept  to  different contexts. It helps them to transfer new learning.

Some   other   observed   factors   that   can   affect   the   participation   and achievement of students in any learning process is their interest in the course of study. Interest according to Okoye (2002) is a kind of feeling which one has for something which is valuable or beneficial. Barron (2000) and Elliot (2000) defined the term interest, as an enduring characteristic expressed by a relationship between a person and a particular activity or object. Interest is therefore a psychological

construct which makes a student to engage in task and also continue in that task over a period of time. Nekang (2004) noted that the zeal with which students enter into any learning activity is dependent on their interest in that particular activity. Students seem to learn more efficiently in those things that appear to interest them which  play  an  important  role  in  the  development  of  their  behaviour  and personality.  According to Weber (2007), when a lesson does not accommodate students’  interest,  they  will  not  enjoy  the  task  and  it  could  result  in  low achievement.  Interest  is therefore  a learning factor that helps students  to learn effectively. Interest is also a necessary ingredient that helps learning to take place

Another factor that has been a major concern to educational researchers for long is the influence of gender on student’s achievement and interest. Gender as a psychological  construct  has  been  used  to  describe  maleness  and  femaleness. Gender refers to traits and behaviours that a particular culture judges to be appropriate for men and for women (Wolfolk, 2007).  Mboto and Bassey (2004) looked at gender as a term that describes the behaviour and attitude expected of an individual on the basis of being born either male or female. Some studies have shown that gender can  influence students’ performance (Nwosu, 2001) and (Ibe,

2006)   Some other studies have shown   that males perform better than females student  in  science  subjects  and  females  perform better  than  males in  arts  and humanities, History of Education  inclusive (Khan, 2004). Another study shows that girls are superior to boys in mathematics and not in the arts and humanities (Okeke, 1990). These indicated that no consistent result had emerged. This study therefore may, help to resolve the inconsistency on gender differences in students’ performance in history of education.

Some  studies  especially  in  the  sciences  have  shown  that  students  have learnt and achieved highly using constructivist method (Barron 2002, Kim, 2005, Mandor 2002, Nwosu and Ibe 2004, and Ogbonna 2007).   In view of these contradicting results on gender, a new investigation seems to be called for, to shed more light on the issue concerning the influence of gender on effects of (SBGQER and  7Es) on  students  achievement  in  History of Education.  It may have  been successfully used in sciences both within and outside Nigeria. However, this does not mean that same amount of success could be recorded in arts and humanities. There is therefore need to consider how amendable  the effects of the two chosen constructivists models should be in teaching learning of history of education in Colleges of Education.  It is necessary  to test their  efficacy  in  the teaching  of history of education in colleges of education instead of using conventional method (lecture method). Hence, this study intended to determine effects of (SGBQUER and 7Es) constructivist instructional models on History of Education.

Statement of the Problem

The  study  of  History  as  a  subject  is  very  crucial  though  it  has  been neglected  in  the  schools  by  both  government  and  society.  Education  is  an instrument par excellence  for effecting national  development.  In all disciplines there is the need to study the origins and historical development of the discipline and education being one of the disciplines has a history.

History of Education  is one of the general  education  courses offered  in Colleges of Education  in Nigeria.  Evidence from the results of students in the Colleges of Education in South-East Nigeria indicated that there is seeming poor performance in this course. The trend of this poor performance has been attributed

to teachers’ using of conventional method, of teaching (lecture) which seems not to  encourage  active  participation  of  students  in  the  class.  Others  have  also attributed  the poor performance  to  the nature  of history in  (dates  and  foreign names) which makes students to be disinterested. Again the fact that most students who are presently studying History of Education in Colleges of Education did not study  history  at  the  secondary  schools  level,  this  could   also  affect   their performance and interest in the subject. It is however believed that instructional approaches such as constructivism which has projects features and activities that could make teaching and learning active, attractive and apparently could be useful in promoting the teaching and learning of historical content with respect to history of  education  in  Colleges  of  Education.  The  issue  at  hand  was  the  need  to determine  the effects  of two constructivist instructional  approaches,  (SGBQER and 7Es) on the achievement and interest of students in History of Education in Colleges of Education in South-East, Nigeria.

Purpose of the Study

The purpose of this study is to determine the effect of constructivist instructional strategies of teaching on interest and achievement of NCE students in history of education. Specifically, the study sought to determine the:

1.  effects of two Constructivist Instructional Strategies (SGBQER & 7Es) of teaching on students’ academic achievement in history of education.

2.  influence of gender on students’ achievement in the history of education when exposed to the two Constructivist Instructional Strategies (SGBQER

& 7Es) of teaching .

3.  interaction  effect  of  gender  and  instructional  Strategies  on  students’

achievement.

4.  effects of two Constructivist Instructional Strategies (SGBQER & 7Es) of teaching on students’ interest in history of education.

5.  Influence  of gender  on  students’  interest  in  history  of education  when exposed to Constructivist Instructional Strategies of teaching.

6.  interaction  effect  of  gender  and  Instructional  Strategies  on  students’

interest.

Significance of the Study

The finding of this study would help the students, teachers, government, curriculum planners and authors if properly disseminated. This study is built on already existing theoretical knowledge and has equally contributed to the main ideas of these existing theories. For example, in constructivist instructional models (SGBQUER 7Es) students need to construct new knowledge and meaning through their  own  prior  experiences.  This  is the  major  emphasis  of Piagets  theory  of construction and Brunner’s constructivism theory of learning and instruction. A part from constructing meaning and knowledge through old experiences students in  constructivists   instructional   models  (SGBQER  and  7Es)  also   enjoy  the opportunity of working in groups, asking questions, and discussions while solving problems. This study is significant because it will provide support to the existing theories in terms of how students discover solution or things by themselves which help them to understand and discover or reconstruct. Understanding is therefore built up step by step through  active participation  and involvement of students. Constructivist instructional model (SGBQER and 7Es) are supported by Brunner’s

constructivist  theory  because  it  is  in  line  with  constructivist  learning  method which  states  that  real  learning  comes  when  students  construct  meaning  from objects and events the encounter on their own. Constructivist instructional models (SGBQER  and  7Es)  are  also  in  line  with  Piaget’s  constructivist  theory  of meaningful learning which is to discover or reconstruct by rediscovering things by themselves in which  teachers  give students opportunity to think  critically,  and make discussions  as well. Since the present  study is in line with Piaget’s  and Brunner’s constructivist theory of learning, it would likely help students to understand and achieve higher in history of education rather than learning it with passive information.

Students are likely to get more interested and more involved in class activities,  since  the  lessons  will  employ  the  techniques  of  active  thinking, grouping, questions, dialogues, discussion and searching which would require student  full participation  in  class.  The  students  would  find the interactive  and participating  process  quite  rewarding  as  they  get  along  in  exercising  their discussions skill. The activities in the class make lesson lively and give no room for boredom. The approaches are likely to enhance their achievement in history of education and consequently in their performance in history of education examinations.

The findings of the study would make it possible for teachers of history of education who did not know the efficacy of constructivist teaching method to be aware of that and make use of approach in teaching History at all levels. This would be achieved through organizing workshops and seminars for teachers and educators in history of education and other subject, which would be mounted by

government, thereby providing to the teachers with practical approach in teaching of history  of education  to  NCE  students  to  easy  understanding  and  improved interest and achievement of the students.

The government  will be charged  with the  responsibility  of encouraging more   workshops,   seminars   and   conferences   for   teachers   and   authors   and curriculum designers so as to help them develop the necessary skills they may need to acquire in other to apply this innovative teaching method effectively in colleges of education in Nigeria.

The study will contribute to the existing literature on constructivist instructional  approach,  which  will be useful to  curriculum planner’s  text book writers   and   teachers.   When   curriculum   planners   discover   the   effect   of constructivist  instructional  method  on  students’  achievement  and  interest  in History of education, it will be significant to them in deciding whether to reject or accept the implementations of constructivist instructional approaches on teaching and learning of history of education in colleges of education.

For textbook writers (authors) this study will provide information that will guide them on the things to emphasize on when writing out steps that will enable students to improve their study habits. The result will also help them to find a means of communicating to colleges of education students through their write ups on the need to have their positive effects of constructivist instructional approaches on their interests and achievement in history of education.

The implication of this, is that if the teaching method is found adequate to students, the teachers should be able to teach in a such a way that student will understand,  appreciate  and  actively  use  the  knowledge  gained  to  solve  their

problems and that of the society in which they live. The finding of the study will spur other researchers into more studies in constructivist method of teaching.

Scope of the Study

The study covered all the eight colleges of Education in the South- East Zone of Nigeria. Specifically the study was delimited to only first year NCE I students  of History of Education  in  Colleges  of Education  in  south-east  zone. From the content scope for first year course on History of Education (Edu III), the following topics will be selected or chosen from the core curriculum of History of Education thus: Pre-literate Education in Nigeria, Islamic Movement in Nigeria, Christian  Missionaries  in  Nigeria  and  Introduction  of  Western  Education  in Nigeria.

The justification  for the choice of these topics is because  these are  the contents in the History of Education core curriculum and these topics are deeply related or involved in the History of Education in Nigeria. These topics made up of the History of Education in Nigeria.

Research Questions

The following six research questions guided the study;

1. What is the mean achievement scores of NCE students exposed to two constructivist instructional strategies of (SGBQER & 7Es) and those exposed to  conventional  (lecture)  method  by  History  of  Education  as  measured  in History of Education Achievement Test (HEAT)?

2.  What is the influence of gender on the achievement of NCE students in History of Education as measured by History of Education Achievement Test (HEAT)?

3.  What is the interaction effect of gender and instructional strategies on the NCE students’   achievement    score   as   measured   by   History   of   Education Achievement Test (HEAT)?

4.  What  is  the  mean  interest  score  of  NCE  students  exposed  to  the  two constructivist instructional strategies of (SGBQER & 7Es) and those exposed to  conventional  (lecture)  method  in  history  of  education  as  measured  by History of Education Interest Scale (HEIS)?

5.  What is the influence of gender on the interest  score of NCE students   in history  of  education  as  measured  by  History  of  Education  Interest  Scale (HEIS)?

6.  What is the interaction effect of gender and instructional strategies on the NCE students’ interest  score as measured  by History of Education  Interest Scale (HEIS)?

Hypotheses

The following null hypotheses were tested at p<.05 levels of significance:

1.  There is no significant difference in the mean achievement scores of students exposed to the two constructivist instructional strategies of (SGBQER & 7Es) and those exposed  to lecture method  as measured  by History of Education Achievement Test (HEAT).

2.  There is no significant difference in the mean achievement scores of male and female NCE students exposed to two constructivist instructional strategies of (SGBQER & 7Es) and lecture method of teaching as measured by History of Education Achievement Test (HEAT).

3.  There is  no significant interaction effects of gender and instructional strategies on  the  mean  achievement  scores  of  students  in  History  of  Education  as measured by the History of Education Achievement Test (HEAT).

4.  There is no significant difference in the mean interest scores of NCE students exposed to two constructivist instructional strategies of (SGBQER & 7Es) and those  exposed  to  lecture  method  of  teaching  as  measured  by  History  of Education Interest Scale (HEIS).

5.  There  is no  significant  difference  in  the  mean  interest  scores of male  and female NCE students exposed to two constructivist instructional strategies of (SGBQER & 7Es) and those exposed lecture method of teaching as measured by the History of education interest scale (HEIS).

6.  There is no significant interaction effect of gender and instructional strategies on students’ interest in History of Education as measured by the History of Education Interest Scale (HEIS).

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