Effects of metalearning instructional approach on students’ performance in technical education

Abstract

This study examines the effects of metalearning instruction approach on students' performance in technical education. The population of the study comprised of all the 260 Technical Class II (TCII) students infour technical colleges in Niger State. Thirty students Mere randomly selected from each of these colleges,which gave a sample of 120 students. The four colleges were divided into two groups, one group servedas experimental while the other group M as regarded as the control group. A pretest was administered toboth groups to determine students entry-level equivalence and thereafter, a posttest was administeredafter three (3) weeks of instruction, to both groups, in Basic electriicity. The experimental group wastaught using metalearning instructional technique. The pretest and posttest results were analysed usingmean, standard deviation and t-test. It was revealed that the experimental group performed significantlybetter than the control group. This is an indication that the application of metalearning instructionalapproach is instrumental to effective teaching and learning m technical education. It was therefore recommended among others that teachers of technical education should be sensitized on the relevance of metalearning instructional approach through workshops. seminars and conferences.