Effects of Collaboration Learning Method on Students’ Achievement in Electrical Installation in Technical Colleges

Abstract

This study was designed to determine the effect of collaborative learning method on achievement of students in technical Colleges. The study adopted a pre-test, post-test, non-equivalent control group, quasi- experimental research design which involved groups of students in their intact class assigned to experimental group and control group. The population of the study was 78 Tech II students of Electrical Installation in Technical Colleges in Federal Capital Territory, Abuja. Two research questions and three null hypotheses, tested at 0.05 level of significance, guided the study. The instrument used for data collection was Electrical Installation Achievement Test (EIAT). To ensure content validity of the El AT, a table of specification was built for the test. The cooperative learning lesson plan and EIAT were subjected to face validation by three experts. The EIAT was trial-tested to determine its psychometric indices and reliability coefficient. The trial test for determining the coefficient of stability of the EIAT was carried out using test re¬test reliability technique. Pearson Product Moment Correlation coefficient of the EIAT was found to be 0.83. Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses. Results from the study found out that cooperative learning approach is more effective in improving students' achievement in Electrical Installation than conventional method. There was an effect of gender on students' achievement in Electrical Installation favoring boys. The study also found out that there are no interaction effects of cooperative learning approach and gender on achievement of Technical College students in Electrical Installation. This simply means that the effectiveness of collaborative learning method on students' achievement in Electrical Installation does not depend on gender. Consequently, it was recommended that The National Board for Technical Education (NBTE) should carry out a review of Electrical Installation curriculum for Technical Colleges with a view to incorporating the collaborative learning approach into the teaching of Electrical Installation.