Impact of cognitive apprenticeship teaching approach on the academic achievement of electrical installation works students’ in Niger state

Abstract

This paper is based on a work that was designed to study the impact of cognitive apprenticeship teaching method on the academic achievement of electrical installation work students' in selected technical colleges in Niger State,. The study adopted quasi-experimental design for data collection to find out the results. The sample size for this study was 96 TCII electrical installation work students. The sample size was made up of 74 male and 22 female year two students. Out of the six (6) technical colleges in Niger State, four (4) were selected for this study using a simple random sampling technique. Two schools each of the sampled technical colleges were assigned to experimental and control groups. Electrical Installation Works Achievement test (EIIVAT). EIWAT) was validated by experts in Electrical Installation Departments in non sampled schools. The reliability coefficient was determined using test-retest method and Pearson Product Moment Correlation formula was used to calculate the reliability coefficient which was fund to be 0.75. The scores obtained by both groups were analyzed Analysis of Covariance (ANCOVA) to determine their achievements. The in depth investigation of the findings obtained through this analyzed data revealed that the cognitive apprenticeship teaching method had great impact on academic achievement of students. The results show that the cognitive apprenticeship instructional method increases the academic performance of electrical installation works students than those exposed to the lecture method. It was therefore, recommended that schools should intensify the use of cognitive apprenticeship teaching approaches in teaching student.