Abstract
The study investigated the effects of instructional strategies on students’ academic performance in Electrical Installation in Technical Colleges in Akwa Ibom State. Instructional skills are the most specific category of teaching behaviours. A non-equivalent control group quasi experimental design was adopted for the study. Four intact classes from four technical colleges were selected to give a sample size of 231. Electrical installation achievement test (EIAT) was used to generate data for the study. The instrument was validated by three experts in the Faculty of Education, University of Uyo and the reliability coefficient of the instrument was .88. Mean and analysis of covariance were used for data analysis. The findings of the study revealed that there were significant differences between academic performance of students in Electrical Installation taught with discussion and lecture strategies; demonstration and inquiry strategies. It was recommended among others that variety of instructional strategies should be employed to enhance teaching and learning. Key words: Instructional strategies, demonstration, inquiry, discovery, skills acquisition..
Highlights
Technical Education is designed to give training and impart the necessary skills to individuals who shall be self-reliant economically
Research findings by Ugwuanyi (1998) on the effects of instructional approaches on students’ academic performances indicated that students taught with demonstration performed significantly better than those taught with inquiry method
1) What differences exist between the effects of discussion and lecture strategies on the academic performance of students in Electrical Installation? 2) What differences exist between the effects of demonstration and inquiry strategies on the academic performance of students in Electrical Installation?
Summary
Technical Education is designed to give training and impart the necessary skills to individuals who shall be self-reliant economically. Electrical Installation is an aspect of Technical Education. Trainees completing Electrical Installation Programme in Technical Colleges are expected to secure employment either at the end of the whole course or after completing one or more modules of employable skill. It is expected as well that they should be able to set up their own business and become self-employed and be able to employ others (FRN, 2004). To fully achieve the foregoing objectives, effective teaching of Electrical Installation could help to furnish the students with saleable skills and competencies to enhance their development of self-reliant initiatives. Research findings by Jacobs (1994) have shown that students’ academic performance is declining dramatically
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