EFFECT OF SUGGESTOPEDIA INSTRUCTIONAL METHOD ON ACADEMIC ACHIEVEMENT, INTEREST AND RETENTION OF METALWORK STUDENTS OF TECHNICAL COLLEGES IN LAGOS STATE
TABLE OF CONTENTS
TITLE PAGE i
APPROVAL PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES viii
LIST OF FIGURES ix
ABSTRACT x
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 8
Purpose of the Study 9
Significance of the Study 9
Research Questions 11
Research Hypotheses 12
Scope of the Study 13
CHAPTER TWO: REVIEW OF RELATED LITERATURE 14
Conceptual Framework 14
Technical Colleges in Nigeria 15
Metalwork Technology in Technical Colleges 41
Suggestopedia Instructional Technique and Educational Implications 50
Academic Achievement of Students in Metalwork Technology 51
Interest of Students in Metalwork Technology 52
Students’ Retention in Metalwork Technology 65
Gender Issues in Technology Education 57
Instructional Techniques in Technical Education 67
Theoretical Framework 79
Stimulus Response (SR) Association Theory 79
Piaget Theory of Cognitive Development 80
Related Empirical Studies 82
Summary of the Review of Literature 89
CHAPTER THREE: METHODOLOGY 90
Design of the Study 90
Area of the Study 91
Population for the Study 91
Sample and sampling Technique 91
Instrument for Data Collection 92
Validation of the Instrument 92
Reliability of the Instrument 94
Method of Data Collection 95
Method of Data Analysis 96
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 97
Research Question 1 97
Research Question 2 98
Research Question 3 98
Research Question 4 99
Research Question 5 100
Research Question 6 101
Hypothesis 1 103
Hypothesis 2 103
Hypothesis 3 104
Hypothesis 4 105
Hypothesis 5 106
Hypothesis 6 109
Findings of the Study 107
Discussion of Findings 109
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS 114
Re-statement of the Problem 114
Summary of the Procedures Used 115
Major Findings of the Study 116
Educational Implications for the Study 118
Conclusion 118
Recommendations 119
Suggestion for further Study 119
REFERENCES 121
APPENDICES 137
Appendix I: Suggestopedia Instructional Technique Lesson Plan 155
Appendix II: Achievement test Questions 155
Appendix III: Key to the Test Insrument 158
Appendix IV: Suggestopedia Instructional Technique 159
Appendix V: Metalwork Technology Interest Inventory 160
Appendix VI: Students Answer Sheet 163
Appendix VII: Metalwork Conventional Lesson Plan 164
Appendix VIII: Population Distribution 176
Appendix IX: Table of Test Specification for Metalwork Technology Cognitive
Achievement Test 177
Appendix X: Training Plan for the Teachers 179
Appendix XI: Result of the Analysis Using SPSS 180
Table LIST OF TABLES Page
1 Mean of Pre – test and Post – test Scores of Experimental and Control
Groups in the Achievement Test 97
2 Mean of Pre – test and Post – Test Scores of Experimental and Control
Groups in the Interest Inventory Items 98
3 Mean Achievement Scores of Experimental and Control Groups
in the Achievement Post – test and Test for Retention of Learning 99
4 Mean of Pre – test and Post – test Scores of Male and Female Students
Taught Metalwork with Suggestopedia Instructional Technique
in the Achievement Test 99
5 Mean of Pre – test and Post – test Scores of Male and Female Students
Taught Metalwork Technology with Suggestopedia Instructional
Technique in the Interest Inventory Items 100
6 Mean of Male and Female Students Taught Metalwork with
Suggestopedia Instructional Technique in the Achievement Post – test
and Test for Retention of Learning 101
7 Summary of Analysis of Covariance (ANCOVA) for Test of
Significance between the Mean Scores of Experimental and Control Groups
and Interaction Effect of Treatment given to Students and their Gender
with Respect to their Mean Scores in the Metalwork Achievement Test 102
8 Summary of Analysis of Covariance (ANCOVA) for Test of Significance between the Mean Scores of Experimental and Control Groups and of
Interaction Effect of Treatment given to Students and their Gender with
Respect to their Mean Scores in the Metalwork Interest Inventory Items 103
9 Summary of Analysis of Covariance (ANCOVA) for Test of
Significance between the Mean Scores of Experimental and Control
Groups Taught Metalwork with Suggestopedia Instructional Technique
in the Test for Retention of learning 104
10 Summary of Analysis of Covariance (ANCOVA) for Test of
Significance between the Mean Scores of Males and Females Taught
Metalwork with Suggestopedia Instructional Technique in the Achievement
Test 105
11 Summary of Analysis of Covariance (ANCOVA) for Test of Significance
in the Mean Interest Scores of Male and Female Students Taught Metalwork
with Suggestopedia instructional Technique in the Interest Inventory Items 106
12 Summary of Analysis of Covariance (ANCOVA) for Test of Significance
in the Mean Scores of Male and Female Students Taught Metalwork
with Suggestopedia Instructional Technique in the Test for Retention of Learning 107
Figure LIST OF FIGURES Page
1 Schema of Suggestopedia Instructional Method 78
ABSTRACT
The study was carried out to determine the effect of suggestopedia instructional technique on academic achievement, interest and retention of metal work students of technical colleges. Six research questions were answered while nine null hypotheses formulated were tested at 0.05 level of significance. The study adopted quasi experimental design and was carried out in Lagos State. The population for the study was 410 male and female students. The sample size for the study was 114 metalwork second year students which comprised 72 males and 42 females randomly selected from two technical colleges. The instruments for data collection were metalwork cognitive achievement test and metalwork interest inventory. To ensure content validity of the metalwork cognitive achievement test (MWCAT), a test blue print (Table of Specifications) was built for the test. The, MWCAT, metalwork technology interest inventory, suggestopedia instructional technique, metalwork technology lesson plan and the training plans for metalwork technology teachers and students were subjected to face validation by three experts. The MWCAT was trial tested for the purpose of determining the psychometric indices of the test. A total of 40 items of the MWCAT had good difficulty, discrimination and distractor indices. In addition to face -validation, the metalwork interest inventory was also subjected to construct validation using factor analysis. Out of 62 items, a total of 40 items were finally selected for the interest inventory. The Kuder Richardson 20 (K-R20) was employed for determining the reliability of the metalwork cognitive achievement test while Cronbach alpha reliability method was used to determine the internal consistency of the metalwork interest inventory and 0.82 was obtained. The data collected were analyzed using Mean, to answer the research questions while analysis of covariance (ANCOVA) was used to test the nine hypotheses formulated. The study found out that students taught metalwork with suggestopedia had a higher mean achievement score than those students taught using traditional teaching method in the achievement test, it was also found that students taught metalwork with suggestopedia had a higher mean interest score than those students taught using traditional teaching method in the interest inventory items and students taught metalwork with suggestopedia had a higher mean score than those students taught using the traditional teaching method in the test for retention of learning. There was a significant difference between the mean achievement scores of students taught with suggestopedia instruction technique and those taught with traditional method in metalwork. It was recommended that metalwork teachers in technical colleges should adopt the use of the suggestopedia instructional technique to teach metalwork trades to students. It was also recommended that facilities that could encourage the use of suggestopedia should be provided to metalwork teachers in technical colleges.
CHAPTER ONE
INTRODUCTION
Background of the Study
Metalwork has become a major essential technical trade in the curriculum of technical colleges in Nigeria. Metalwork technology is included into the curriculum of technical colleges to equip students with skills, knowledge and attitudes in welding and fabrication, foundry, forging, casting, riveting and machine shop practice. Metalwork technology according to Miller (2006) is the science and technology involved in the practice of metalwork trades. Shirley (2000) described metal work as the process of working with metals to create individual parts, assemblies or large scale structures. Metalwork technology in technical college therefore covers activities in welding and fabrication, foundry, forging, casting, riveting and machine shop practice. Fabrication pertains to working with sheet metals to produce articles like funnels, watering cans, containers of beverages, among others while welding deals with the joining of two or more metals together with the aid of heat and welding rod. Foundry concerns with melting and casting of metals into different shapes and sizes.
There is hardly any human activity where metalwork technology has not made impact. It is the art and act of using metals to produce useful products. Metalwork technology is one of the programmes of vocational and technical education. Acknowledging the importance of vocational education in the development of any society, United Nations Educational, Scientific and Cultural Organization (UNESCO) and International Labour Organization (ILO) (2002), recommended that all technical and vocational education (TVE) system in the 21st century should be geared towards lifelong learning. The expansion of learning opportunities in the world today has brought the need for a more robust instruction in education that requires critical thinking skills as well as technical competency to update necessary knowledge and applied skills in order to promote effective learning. Poisson (2000) stated that schools should, in addition to academic skills, inculcate workplace skills such as creativity; problem solving; collaborative skills and higher order thinking skills, in order to increase the students’ flexibility and job mobility. Hallak and Poisson (2000) stated that, this makes the students acceptable to the present and envisaged changes. In this context, Rojewskin (2002) noted that a shift from teacher-centred instruction to learner-centred instruction is needed to enable students acquire the new 21st century knowledge and skills. These challenges, therefore, necessitate a shift from traditional methods of teaching to modern teaching methods of which the Suggestopedia Instructional Technique (SIT) is one of them.