Cognitive Achievement Test Research Articles

The Impact of AI-Based Cloud Network Management on Microsoft Azure in Promoting Green Technology Awareness

This study aimed to improve cloud network management skills through the Microsoft Azure AI Platform and to raise awareness of green technology among postgraduate STEM students at the Faculty of Education, Minia University. An e-learning environment was developed using the Chamilo system, which included interactive tools, educational resources, and assessment methods. The study employed Kuhlmann’s instructional design model and the general ADDIE model, following detailed procedures that aligned with the study’s objectives. Both experimental and quasi-experimental designs were used with a sample of 60 students. The measurement tools included a cognitive achievement test for cloud network management skills with AI platforms, an observation checklist for using the Azure AI platform, and a scale for green technology awareness. The results indicated enhancements in cloud network management skills using the Azure AI platform and an increase in green technology awareness among the participants. The study recommended designing learning environments that accommodate various learning styles and integrating AI platforms with green technology to support sustainable development goals.

Impact of the flipped classroom on academic achievement, motivation, and engagement: A higher education case study

As we examine the pandemic’s impact on higher education, we can see that many previously traditional teaching and learning frameworks have been invalidated, and the need for new teaching and learning approaches has increased. This indicates that the traditional frameworks for higher education may no longer be effective. Consequently, there is a need for a new approach, and the flipped classroom model could be a suitable solution for the future of higher education after the pandemic subsides. This study measured the impacts of the flipped classroom method on students’ academic achievement, engagement, and motivation in the introduction to data analysis course (STA113), which is a compulsory general course for all undergraduate students at Ajman University in the United Arab Emirates. A quasi-experimental design involved 71 students divided into two groups: an experimental group (N = 36) using the flipped classroom method and a control group (N = 35) receiving traditional instruction. Educational videos and e-content were provided via Moodle. A cognitive achievement test and a survey assessed students’ motivation and engagement. Results showed statistically significant differences favoring the experimental group, with these students demonstrating greater improvement in skills, knowledge, and motivation compared to those in the control group. This research contributes to the literature by providing evidence that the flipped classroom method can enhance undergraduates’ academic achievement, motivation, and understanding of STA113 topics.

Underachievement among disadvantaged pupils in Dutch primary education

ABSTRACT This article focuses on underachievement among disadvantaged pupils in Dutch primary education. Underachievement is defined as the discrepancy between cognitive ability and school performance. Based on data from the Netherlands Cohort Study on Education (NCO), enriched with individual information on cognitive learning potential and achievement test scores in reading comprehension, spelling and arithmetic-mathematics, we investigated to what extent underachievement is more likely to be identified among pupils with low-educated parents, those with a non-Western migration background and boys. The empirical analysis concerns 3,402 fourth grade pupils of school year 2020-2021. The results show considerable numbers of underachievers. Underachievement is mainly found among pupils from disadvantaged backgrounds. In particular, pupils with low- and intermediate-educated parents are identified as underachievers in all three domains.

Competencies of Using Computers in Teaching: An Evaluative Study on Students of the Faculty of Education, Sohag University

This study aimed to assess the competencies of Sohag University’s Faculty of Education students in computer-based teaching competencies, employing a descriptive-analytical approach and a questionnaire covering eight core areas: the role of computers in education, information technology skills, integration of computers in teaching, use of the internet and email for instruction, operation of Windows OS, utilization of presentation software, spreadsheets, and word processing tools. A cognitive achievement test was also developed to measure students’ knowledge in these areas, with a sample comprising 235 students from both scientific and literary disciplines. The findings revealed varied student perceptions regarding the impact of their academic studies on developing computer-based teaching skills, with statistically significant differences (p ≤ 0.01) favoring scientific students over literary students in both their questionnaire responses and test performance. Additionally, students generally exhibited low competency scores on the test, highlighting the need for enhanced focus on practical skill development. A positive correlation (r = 0.26) was also identified between literary students' questionnaire responses and their test performance, statistically significant at the 0.01 level, underscoring the importance of bridging the gap between theoretical knowledge and practical application.

Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: Evidence from Ethiopia and Peru

We estimate associations between foundational cognitive skills (inhibitory control, working memory, long-term memory, and implicit learning) measured at age 12 and educational outcomes measured at ages 15 and 19–20 in Ethiopia and Peru, using the Young Lives data. The estimates adjust for rich sets of controls and include measurements of children's baseline abilities. For a subset of the outcomes, we exploit within-household variation. Working memory and long-term memory are consistently and positively associated with subsequent domain-specific cognitive achievement tests (measuring specifically numeracy, vocabulary and literacy achievement) in both countries, university enrolment in Peru (long-term memory) and lower secondary-school completion in Ethiopia (working memory). Inhibitory control predicts subsequent math-test scores in both countries, grade attainment (Ethiopia), and university enrolment (Peru). Value-added estimates show that these skills play roles during adolescence, with the memory-related skills predicting higher domain-specific test scores (Peru and Ethiopia) and grade attainment (Ethiopia), while inhibitory control has associations with math (both countries). These results provide additional evidence to justify the importance of promoting investments in cognitive skills throughout childhood and adolescence, and elucidate how such investments impact educational achievements.

بناء برنامج تعليمي قائم على تطبيقات الذكاء الاصطناعي وقياس فاعليته في تنمية المفاهيم الجغرافية الحديثة لدى الطلاب الموهوبين بالمرحلة الثانوية في المملكة العربية السعودية

هدفت الدراسة الحالية إلى بناء برنامج تعليمي مقترح قائم على تطبيقات الذكاء الاصطناعي، وقياس فاعليته في تنمية المفاهيم الجغرافية الحديثة لدى الطلاب الموهوبين بالمرحلة الثانوية في المملكة العربية السعودية. ولتحقيق ذلك، اختيرت عينة عشوائية متيسرة بلغت (37) طالبًا من مجتمع الدراسة، وقد وقع الاختيار على إحدى المدارس الثانوية – نظام المقررات – في مدينة الطائف عشوائيًا، وعلى خمسة طلاب من مجموعة الدراسة لإجراء دراسة الحالة، بعد الحصول على موافقتهم للمشاركة. واتبعت الدراسة منهجية التثليث، التي تضمنت ثلاث مناهج بحثية، وهي: المنهج الوصفي الوثائقي لبناء البرنامج التعليمي المقترح، والمنهج شبه التجريبي– ذو تصميم المجموعة الواحدة لقياس فاعلية البرنامج التعليمي المقترح، ومنهج دراسة الحالة لإثراء الدراسة بالبيانات النوعية التي تدعم تفسير النتائج الكمية. وجمعت بيانات الدراسة الكمية باستخدام اختبار التحصيل المعرفي للمفاهيم الجغرافية الحديثة، أيضًا استخدمت لجمع البيانات النوعية أسئلة المقابلة شبه المقننة. وحُللت البيانات الكمية بالأساليب الإحصائية الوصفية والاستدلالية المناسبة باستخدام برنامج (SPSS)، ورُتبت البيانات النوعية وصُنفت لدراسة الحالة، وعُرضت نتائجها بالطريقة المستندة إلى الطريقة المجذرة لتحليل البيانات النوعية. وكشفت نتائج الدراسة في جانبها الكمي عن وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (0.01 ≥ α)، بين متوسطي درجات مجموعة الدراسة في التطبيقين القبلي والبعدي للمتغير المعتمد في اختبار التحصيل المعرفي للمفاهيم الجغرافية الحديثة، لصالح التطبيق البعدي. كشفت النتائج أيضًا عن تأثير كبير(مرتفع) للبرنامج التعليمي المقترح؛ فقد بلغ معامل التأثير (7.28)، ووصلت نسبة معامل بلاك للكسب المعدل للمتغير المعتمد إلى (1.27)، مما يدل على فاعلية عالية للمتغير المعتمد على البرنامج التعليمي. كما أكدت النتائج النوعية على الدور الرائد للبرنامج التعليمي في تزويد الطلاب الموهوبين بالمفاهيم الجغرافية الحديثة؛ لارتباطها بواقعهم الحالي. وبناءً على نتائج الدراسة؛ قُدمت مجموعة من التوصيات والمقترحات ذات الصلة.

Building a Proposed Educational Program Based on GIS Applications and Measuring its Effectiveness in Developing Modern Demographic Concepts and Reading Population Indicators for Female Students of the Humanities Track at the Secondary Stage in the City of Jeddah

This study aims to build a proposed educational program based on the applications of geographic information systems and to measure its effectiveness in developing modern demographic concepts, and reading. To achieve this; a random sample of (37) female students. The study followed the semi-experimental curriculum of the same group design, The study data were collected by using two tools: the cognitive achievement test for modern demographic concepts, and the class observation card for reading population indicators. The study findings revealed that there are statistically significant differences at the level of significance (≤0.01) between the average scores of the study group in the pre and post applications for the variables adopted in the observation card in the cognitive achievement test of modern demographic concepts, and in the class observation card for reading population indicators in favor of the post application. The findings also revealed a significant (high) impact of the proposed educational program among the sample, since the impact factor for the two dependent variables (4.30, 5.16), respectively. The findings also showed a positive strong correlation between the two approved variables. In addition to that, the findings also showed a linear predictive dependence relationship for beta between the two dependent variables in raising the first of them to the other. Keywords: educational program, applications of geographic information systems, demographic concepts, reading population indicators, high school.

Using Media Literacy Training to Promote the Detection of False Information Online: A Quasi-Experimental Study (Arabic)

This study seeks to develop a training program to detect false electronic content based on two learning styles (simultaneous and asynchronous), with the aim of revealing the effectiveness of training in a digital learning environment, and its impact on the development of media literacy skills and the level of digital awareness among female media students at Al-Azhar University. The tools of measurement were the cognitive achievement test, the skill test through observation cards for measuring the level of skill performance and a measure of digital awareness and media literacy. The study found a relatively high level of skilled performance among female students in the post practical application using external verification methods (artificial intelligence tools) by 79.42%, as the observation cards indicated that the trainees from both groups had the ability to use different sites to ensure the credibility of the published photos and videos. While the self-verification skills in which the respondents relied on critical thinking and reasoning in detecting manipulation came at a rate of 71.76%. This supports the basic hypothesis of the Audience Acts of Authentication (A3s) model. It confirms the need to raise the level of critical thinking among young people, as it contributes to building media awareness, avoiding the trap of false news, in addition to its contribution to improving the media content provided by communicators. The results also indicated that the knowledge and skills of digital media education increased in the first experimental group with simultaneous training compared to the second experimental group with asynchronous training.

Exploring Communication Skills and Student Learning Outcomes through Student Facilitators and Explaining (SFAE) Learning Model

The low learning outcomes and communication skills of students in elementary schools still need to be solved in education in Indonesia. At the same time, basic education in the 21st century requires students to be able to collaborate and be able to communicate well. These two skills are needed in the learning process so that learning can run effectively and efficiently. This research aims to analyze students' communication skills and good learning outcomes through the student facilitator and explaining (SFAE) method. This study used a quantitative research type with a pre-experimental design with one pretest-posttest group. The research subjects were grade 2 students, totaling 34 students. Data collection methods using observation techniques, interviews, thematic learning achievement tests, and communication skills questionnaires. The research instrument used a student communication skills questionnaire which totaled 20 question items and a cognitive learning achievement test which totaled 27 multiple-choice questions with a range of C4-C5. Data analysis in this study used the normality test and paired sample t-test. The results showed that there was a significant influence between students' communication skills and student learning outcomes. Communication skills and student learning outcomes can be well explored through the student facilitator and explaining (SFAE) model.

The effectiveness of the harvesting strategy in the collection of environmental art by the Institute of Fine Arts students

The current research aims to: (know the effectiveness of the harvesting strategy in the achievement of the students of the Institute of Fine Arts in environmental art.- In order to know this effectiveness, the researcher put a main zero hypothesis and derived six sub-hypotheses from it. the usual way; As the research community reached (120) male and female students of the Fine Arts Institutes for the morning study in Baghdad. As for the research sample, it was chosen by the simple random method, and the number was (75) male and female students for the year 2021-2022 AD. The researcher applied a pre-knowledge test for the four groups of research to find out the level of previous experiences of students in the subject of environmental art. Teaching material vocabulary and objectives. After obtaining the validity and reliability of the test, the test was applied post-test on the four groups to see the effectiveness of the study plans according to the harvesting strategy.Among the statistical methods used by the researcher: Kruskal-Wiles test for equivalence in precognitive achievement. Holsty equation to ensure the validity of the cognitive achievement test. Kauder Richardson (20) test for reliability of cognitive test. The discriminatory power equation to find the percentage of the number of respondents who answered correctly in the paragraph. Mann Whitney test to find differences between the two groups according to the sub-hypotheses.- The results of the research showed that the students of the two experimental groups who studied environmental art according to the harvesting strategy excelled over the students of the two control groups who studied in the traditional way.- The results also showed that there were statistically significant differences between the ranks of the students of both groups, the experimental males and the experimental females, and that the direction of this difference was in favor of the females of the experimental group who studied according to the harvest strategy.Based on the results, the researcher concluded:1. The harvesting strategy worked on transferring students from a state of direct reception of information to searching for it, and this is the opposite of the usual method.2. The steps of the harvest strategy enabled the students to make qualitative changes in their thinking pattern, which helped them to distinguish the correct solutions and choose them from among many solutions.The researcher recommends: presenting the educational material to the students in the form of problems that affect the life of the learner, and this encourages thinking and finding appropriate solutions to them.

Effect of Bilingual Instruction-Mode on Pre-Service Integrated Science Teachers’ Cognitive and Practical Skill Achievements in Ecology

Nigeria is a multilingual country with diverse cultural background. The language (English) used when Nigeria was a British Colony is still the only official language and medium of instruction in the Nigerian schools. The purpose of this study therefore is to investigate the effect of bilingual (English and English-Yoruba) instruction-mode on cognitive achievement and practical skill achievements in ecology among colleges of education integrated science students in Lagos State, Nigeria. A 2x2 pretest posttest nonrandomised quasi-experimental design was adopted for the study. The sample comprised two hundred and eighty-five year two integrated science students from Adeniran Ogunsanya College of Education, Otto/Ijankin, Lagos and Federal College of Education (Technical), Akoka, Lagos. Ecology Cognitive Achievement Test (ECAT) and Ecology Practical Skills Achievement Test (EPSAT) were the two instruments used to collect data for the study. The two research questions and null hypotheses formulated were analysed with mean, standard deviation and t-test at 0.05 alpha level using Statistical Package for Social Science (Version 23.0). Results showed that there is statistical significant effect of the treatment (bilingual instruction-mode) on the cognitive achievement of students in ecology concepts [t(283)=9.583; p<.05]. Mean score of Bilingual teaching strategy is (=12.669) and control group scored the least (=9.683) in achievement in Ecology. Study finding also revealed statistical significant effect of the treatment on the practical skills achievement of students [t(283)=13.917; p<.05]. The study, therefore recommends, inter-alia, that integrated science teachers should utilize bilingual approach to support teaching of integrated science in Nigeria tertiary institutions to enhance students’ academic performance.

Bridging gender disparities in senior secondary chemistry: What magic can Entrepreneurial-Motivated-Approach perform?

This study investigated the impact of Entrepreneurial-Motivated-Approach in bridging gender disparities in achievement among senior secondary chemistry students. The study adopted pre-test, post-test nonequivalent quasi-experimental design. The sample comprised 118 senior secondary 2 chemistry students with 58 students in the experimental group (30 male; 28 female) and 60 students in the control group (27 male; 33 female) in two intact classes from two senior secondary schools in Education District V, Lagos State, Nigeria. The experimental group was taught using Entrepreneurial-Motivated-Approach while the control group was taught the same concepts for a period of six weeks using the conventional lecture method. Chemistry Cognitive Achievement Test and Chemistry Practical Achievement Test were used for data collection after validated by experts in test and measurement, and chemistry entrepreneurship. The reliability coefficients of the CCAT and CPAT were established using K-21 which yielded 0.87 and 0.76 respectively. The research questions were answered using mean and standard deviation while the hypotheses were tested using multiple analysis of covariance (MANCOVA) at 0.05 level of significance. Results revealed that gender had no significant effect on the students’ cognitive achievement [F(1,56)=.02; p>0.05] and practical achievement [F(1,56)=.48; p>0.05] in chemistry when taught using Entrepreneurial-Motivated-Approach. The study therefore recommended among others that Chemistry teachers should make effective use of Entrepreneurial-Motivated-Approach in chemistry instructions and the Curriculum planners should ensure the incorporation of entrepreneurial modules in the learning experience of senior secondary chemistry curriculum and textbooks to ensure skills acquisition among chemistry students.

Strategies of brain-based learning theory and its impact on the achievement of students of the Department of Art Education in Teaching Methods

The aim of the current research is to reveal the effect of using brain-based learning theory strategies on the achievement of Art Education students in the subject of Teaching Methods. The experimental design with two equal experimental and control groups was used. The experimental design with two independent and equal groups was used, and the total of the research sample was (60) male and female students, (30) male and female students represented the experimental group, and (30) male and female students represented the control group. The researcher prepared the research tool represented by the cognitive achievement test consisting of (20) questions, and it was characterized by honesty and reliability, and the experiment lasted (6) weeks and after applying the tool and using statistical means in data processing. The results showed that there were statistically significant differences at the level of significance (0.05) between the average scores of the experimental group students who studied according to study plans based on brain-based learning and the average scores of the experimental group students who studied according to the usual method in their answers to paragraphs Postgraduate cognitive achievement test. The superiority of the students of the experimental group who used the study plans designed according to the strategies of the theory of brain-based learning as a strategy (KWL) had a positive impact on the cognitive achievement of this group and their superiority over their peers the students of the control group who used the usual method

The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers

The aim of this research is to treat the shortcomings of teacher training programs in Saudi Arabia. Some of these programs are not able to fulfill the requirements of professional development because they neglect the impact of different interaction patterns (group and content–individual, content, and trainer–group, content, and trainer) within the e-training environment. This research used the experimental approach with a quasi-experimental design. The research sample was limited to a random sample consisting of 60 mathematics teachers, who were randomly divided into three experimental groups, equally. The results revealed that there are statistically significant differences at 0.05 between the average scores for middle school mathematics teachers in the post application of the cognitive achievement test, observation card, and product evaluation card related to the skills of producing interactive lessons due to the impact of the different interaction patterns in the e-training environment.

The Impact of Control Pattern Difference in Mobile Applications on Developing Cognitive achievement among Students with Learning Disabilities at the Primary Level: أثر اختلاف نمط التحكم في التطبيقات النقالة على تنمية التحصيل المعرفي لدى طلاب صعوبات التعلم بالمرحلة الابتدائية

This research aimed to identify the impact of control pattern difference in mobile applications on developing cognitive achievement among students with learning disabilities at the primary level. The research problem can be summarized in the following main question: What is the impact of control pattern difference in mobile applications on developing the cognitive achievement among students with learning disabilities at the primary level? The researcher used the quasi-experimental method to answer the main question of the research. The experiment was divided into two experimental groups: the first group was subjected to a study with the program control pattern in Mobile applications, and the second group was subjected to a study with the learner control pattern in Mobile applications. The study tool is the achievement test. The research sample consisted of (8) students with learning disabilities in the alphabets at the primary level. The results of the study found that there were statistically significant differences of 0.05 between the average results of the two experimental groups in the cognitive achievement test due to the impact the control pattern difference in mobile applications (program control pattern, learner control pattern) in favor to the program control pattern group. The researcher recommends using the mobile applications with program control pattern while providing alphabets lessons to students with learning disabilities and directing future researches on mobile applications to study the different control patterns and their relevance to ordinary students and special education students.

Dual discrepancy/consistency pattern of strengths and weaknesses method of specific learning disability identification: Classification accuracy when combining clinical judgment with assessment data

The Dual Discrepancy/Consistency (DD/C) pattern of strengths and weaknesses (PSW) method is the most prominent “other alternative research-based procedure” used to identify a specific learning disability (SLD). The DD/C method is intended to be used with multiple data sources, but no research has examined identification decision making using the DD/C PSW analysis of cognitive and academic achievement test scores with other assessment data (e.g., pre-referral intervention data, parent/teacher reports, observations, evaluation of exclusionary factors). This study used an experimental vignette methodology to investigate school psychologists' (N = 343) identification decision making using the DD/C method with multiple data sources. Results showed that school psychologist participants made highly accurate (97.50%) identification decisions when both cognitive and achievement test score patterns and other assessment data were clearly indicative of SLD, but that overall identification accuracy was only 65.60%. Participants made less accurate identification decisions when examining test score data that did not meet DD/C PSW criteria for SLD than when examining test score data that did. Participants made less accurate decisions when other assessment data (interpreted in conjunction with test scores) did not meet DD/C PSW criteria for SLD or were ambiguous than when they did. In addition, male school psychologists were less likely to make accurate identification decisions than female school psychologists, and participants who were Nationally Certified School Psychologists were less likely to make accurate identification decisions than those who were not. Last, more experience with DD/C resulted in less accurate identification decisions, and participants who made accurate decisions reported higher levels of confidence, although the effect size was negligible. Implications for research and practice are discussed.

A proposed electronic tool for managing educational procedures, following-up teachers' performance in the classroom, and measuring their attitudes

The educational process depends on many procedures, which lead to positive educational outcomes. The research depends on modern technology in the design and development of an electronic tool that manages the teaching process in the classroom from beginning to end. The purpose of the research is to monitor the teacher's procedures by following up on all teaching procedures using an electronic tool for managing the educational process. The teacher implemented all educational lesson procedures in the classroom through the proposed electronic tool according to its prior preparation. The researcher designed a cognitive achievement test for students of the experimental and control groups to measure the effectiveness of the electronic tool. An attitude scale was applied to teachers to identify their attitude toward using the tool in monitoring procedures in the classroom to ensure the effectiveness of the proposed electronic tool in developing the educational process and enriching the academic situation. The research's results indicated that using the proposed electronic tool improved students' educational achievement by comparing the students' results in the experimental and control groups. The teachers' attitude toward using the tool was also characterized as favorable and desired. The research recommended applying the proposed electronic tool to a more significant number of teachers in different specializations, using the tool reports in overcoming problems in the classroom, and conducting more studies related to performance follow-up and observation in the classroom.

HUBUNGAN GAYA BELAJAR DENGAN HASIL BELAJAR SISWA PADA MATERI KESETIMBANGAN KIMIA

Abstract This research aimed at knowing whether there was a correlation between students’ learning style and their learning achievement. It was a correlational research. Collecting the data was done through learning style questionnaire, cognitive learning achievement test, and documentation. The subjects of this research were the students at Senior High School of Tri Bhakti Pekanbaru, and the object was the correlation between students’ learning style and their learning achievement on Chemical Equilibrium lesson. The samples were the eleventh-grade students of Natural Science that were 40 students. Total sampling technique was used in this research. The data were processed and analyzed by using Pearson product moment correlational test formula. Based on the research findings and data analyses, Sig. (2-tailed) score between students’ learning style and their learning achievement was 0.001 and it was lower than 0.05 (0.001<0.05), it meant that there was a positive correlation between students’ learning style and their learning achievement. The score of robserved of the correlation between students’ learning style and their learning achievement was 0.498 and it was higher than rtable 0.312 at 5% significant level (0.498>0.312), so it could be concluded that Ha was accepted and H0 was rejected (there was a correlation between students’ learning style and their learning achievement). The majority of the students had visual learning style type with 58% percentage, the percentage of students having auditory learning style was 27%, and the percentage of students having kinesthetic learning style was 15%. If these results were interpreted to the guideline table, the score 0.498 was between 0.40 and 0.70, and it meant that the correlation between students’ learning style and their learning achievement was medium or enough.

The Effect of Using Probe Thinking Strategy on Legal Acquaintance and Officiating Performance in Volleyball

The research aims to identify the effect of using probe thinking strategy on legal acquaintance and officiating performance in volleyball  The research population consists of the third-grade students in the College of Physical Education and Sports Sciences, and the research sample numbered 48 students, randomly divided into two groups: group (A), the experimental group, and group (D), the control group with (24) students for each group. The population has been selected because the subject of international volleyball law is taught in the third year. Equivalence was conducted between the two research groups in the variables of intelligence and achievement for the subject of volleyball for the second academic year, then the experiment was conducted by teaching the experimental group according to probthinking strategy, while the control group was studied according to the followed strategy by the teacher.Moreover, by the completion of the experiment the cognitive achievement test of international law of volleyball was processed, the officiating performance test also conducted through the use of specified form ofdirect observation by officiators. Finally,                                          the collecteddata analyzed statistically and the following are the most important results:           - The probe thinking strategy had a significant impact on the cognitive achievement and officiating performance of international law of volleyball, which applied on the experimental group, and overcome the control group that studied according to the followedstrategy by the teacher. The researcher recommended emphasizing the use of probe thinking strategy which has an impact on the process of analyzing, and linking legal modules with volleyball.

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

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.