Abstract
This study adopted the quasi-experimental research design, precisely, pre-test, post-test nonequivalent control group design. The population for the study was 210 National Technical Certificate (NTC II) furniture craft technology students (175 males and 35 females) in Technical Colleges. This study was carried out in Zamfara and Katsina State. The analysis was guided by three research questions and three hypotheses at 0.05 level of significance. The data were obtained with Furniture craft technology Cognitive Achievement Test (FTCAT) and Furniture craft technology Interest Inventory (FTII). The lesson plan, FTCAT, and FTII were subjected to face and content validation by three experts. The instrument was trial tested on a sample of 22 NTC II furniture craft technology students of Government Technical College FCT-Abuja. Kuder-Richardson 20(K-R20) and the Pearson product-moment correlation coefficient were utilized to establish the coefficient of internal consistency and stability of the FTCAT. The values were found to be 0.72 and 0.81 respectively. Data obtained from the administration of the instrument was examined with mean to answer the research questions and Analysis of Covariance (ANCOVA) statistic was used to test the hypotheses. The results showed that the Challenge-based learning approach is more successful in enhancing the students' achievement in furniture craft technology than the Activity-based learning approach. It was recommended that the Ministry of Education and National Board for Technical Education (NBTE) should organize workshops, seminars and in-service training for technical teachers regularly
Highlights
Furniture craft becomes one of the skills in Nigerian vocational schools intended to accommodate the market demands of craftsmen to repair, manufacture and restore all types of furniture pieces
The objectives of this study were to examine the impacts of Challenge-based and Activity-based learning approaches on the students’ interest, psychomotor achievement and the interest of students based on gender in furniture craft technology
The sample size for this study was 68 furniture craft National Technical Certificate (NTC II) students: 39 students that consisted of 32 males and 7 females participated in the Challenge-based learning approach while 29 students that consisted of 24 males and 5 females participated in the Activity-based learning approach
Summary
Furniture craft becomes one of the skills in Nigerian vocational schools intended to accommodate the market demands of craftsmen to repair, manufacture and restore all types of furniture pieces. Furniture craft in technical colleges is oriented to providing technicians and craftsmen equipped with expertise, personality, and skills to increase production and growth in the furniture craft businesses. The craftsmen and technicians are needed to design, manufacture, and repair modem furniture. Federal Republic of Nigeria [1], stressed that the National Business and Technical Examination Board (NABTEB) awards National Technical Certificate and Advanced. Furniture craft is categorized as a vocational education program at a technical college [2]. Vocational education has the main function to train students for occupation in recognized careers [3]. Francis [4] described vocational education as vocational-technical training or retraining delivered in schools or classrooms under public supervision and control, or under arrangements with a state board or a local educational institution
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