Effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology

Chinyere Theresa Ogbuanya,Abdullahi M Hassan,Chinedu I.O Okeke

doi:10.20525/ijrbs.v10i7.1369

Abstract

This study examines the effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology. A quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge-based learning, while 59 were for activity-based learning. The study revealed that students who taught woodwork using the challenge-based learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement tests, psychomotor achievement tests and tests for retention of learning. Consequently, the research recommended that the National Board for Technical Education (NBTE) should consider a review of the Woodwork work curriculum for Technical Colleges with a view to incorporating the challenge-based learning instructional approach into the teaching of the woodwork.

Highlights

Woodwork technology is one of the vocational subjects studied in technical colleges in Nigeria
HO2: There is no significant difference between the mean effect of gender on Woodwork technology cognitive achievement of students when taught using Challenge – Based and Activity – Based learning approach
HO8: There is no significant difference between the mean effect of gender on Woodwork technology psychomotor achievement of students when taught using Challenge – Based and Activity – Based learning approach

Summary

Introduction

Woodwork technology is one of the vocational subjects studied in technical colleges in Nigeria. The rapid changes in technology have necessitated the need to equip technical college students with workplace basic and thinking skills which will make them flexible and adaptable to the present and envisaged future changes (Olelewe et al, 2021; Zhang et al, 2020) Technology, the world over is dynamic and work organizations are getting increasingly flexible, process-based and multitasking. This apparently is to suit demands of the prevalent knowledge society and ample use of innovations and inventions in work places and changes in the organization of work (Ogwo and Oranu, 2006). The changes in the curriculum of Woodwork technology are necessary to accommodate changes in the sector

Methods

Results

Discussion

Conclusion