ASSESSMENT OF TECHNICAL EDUCATION STUDENTS ON SELF REGULATIVE LEARNING STYLE IN COLLEGE OF EDUCATION MINNA, NIGER STATE

Abstract

The study is aimed at investigating self-regulative learning style in college of education Minna, Niger State. In order to obtain the pertinent information of the study three objectives and corresponding three research questions were set to guide the study. Two research hypotheses were tested at 0.05 level of significance. A survey research design was adopted for the study. The target population of the study consists of all technical student in Niger State College Education offering Woodwork Technical, Metalwork Technical, Automobile Technical, Electrical/Electronic and Building Technical. The target population for the study is 750 technical student comprising of all 50 students each from each option across each levels in technical and vocational studies department in Niger State College Education in Minna, Nigeria State. A constructed questionnaire titled “Self-Regulative Learning Style in College of Education Minna Niger State Questionnaire (SRLSCEMNS)” was used to get the desired information from the students. The instrument was validated by three experts from Department Industrial Technology Education, Federal University of Technology, Minna. The experts' comments and suggestions will be used to correct some mistakes while their suggestions was used to improve on the questionnaire. The Cronbach alpha value of 0.875 ascertain the reliability of the instrument. Mean and standard deviation are used to analyse the research questions while t-test was used to test the hypothesis at 0.05 level of significance. The finding of the study revealed that technical student’s achievement through self-regulative learning style in college of education Minna, Niger state, types of self-regulative learning skills adopted by technical students of the college of education Minna, Niger state. It could be concluded that the use of self-regulative learning style will increase the students’ academic achievement. The finding of the study also disclosed that Self-monitoring, self-instruction, goal-setting, Strategic planning among others are types of self-regulative learning skills adopted by technical students of the college of education Minna, Niger state. There is no significant difference between the mean response of male and female on the type and achievement on self-regulative learning style in technical education at p > 0.05. the researcher thereby recommends students should adopt self-regulative learning styles to increase their technical education subject academic achievement. There should be continuous public enlightenment campaign on the importance of learning styles, self-regulated learning skill as well as achievement motivation. This enlightenment campaign should be carried out at all levels; Federal, State and LGA.