ABSTRACT
The study was carried out to determine the
effect of suggestopedia instructional technique on academic achievement,
interest and retention of metal work students of technical colleges. Six
research questions were answered while nine null hypotheses formulated were
tested at 0.05 level of significance. The study adopted quasi experimental
design and was carried out in Lagos State. The population for the study was 410
male and female students. The sample size for the study was 114 metalwork
second year students which comprised 72 males and 42 females randomly selected
from two technical colleges. The instruments for data collection were metalwork
cognitive achievement test and metalwork interest inventory. To ensure content validity of the metalwork cognitive achievement test (MWCAT), a test
blue print (Table of Specifications) was built for the test. The, MWCAT,
metalwork technology interest inventory, suggestopedia instructional technique,
metalwork technology lesson plan and the training plans for metalwork
technology teachers and students were subjected to face validation by three
experts. The MWCAT was trial tested for the purpose of determining the
psychometric indices of the test. A total of 40 items of the MWCAT had good
difficulty, discrimination and distractor indices. In addition to face
-validation, the metalwork interest inventory was also subjected to construct
validation using factor analysis. Out of 62 items, a total of 40 items were
finally selected for the interest inventory. The
Kuder Richardson 20 (K-R20) was employed for determining the reliability of the
metalwork cognitive achievement test while Cronbach alpha reliability method
was used to determine the internal
consistency of the metalwork interest inventory and 0.82 was obtained. The data collected were analyzed using Mean, to answer the research
questions while analysis of covariance (ANCOVA) was used to test the nine
hypotheses formulated. The study found out that students taught metalwork with
suggestopedia had a higher mean achievement score than those students taught
using traditional teaching method in the achievement test, it was also found
that students taught metalwork with suggestopedia had a higher mean interest
score than those students taught using traditional teaching method in the
interest inventory items and students taught metalwork with suggestopedia had a
higher mean score than those students taught using the traditional teaching
method in the test for retention of learning. There was a significant
difference between the mean achievement scores of students taught with
suggestopedia instruction technique and those taught with traditional method in
metalwork. It was recommended that metalwork teachers in technical colleges should adopt the use of the
suggestopedia instructional technique to teach metalwork trades to students. It
was also recommended that facilities that could encourage the use of
suggestopedia should be provided to metalwork teachers in technical colleges.
TABLE OF
CONTENTS
TITLE PAGE
TABLE OF
CONTENTS
LIST OF TABLES
LIST OF FIGURES
ABSTRACT
CHAPTER ONE: INTRODUCTION
Background of
the Study
Statement of the
Problem
Purpose of the
Study
Significance of
the Study
Research
Questions
Research
Hypotheses
Scope of the
Study
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual
Framework
Technical
Colleges in Nigeria
Metalwork
Technology in Technical Colleges
Suggestopedia
Instructional Technique and Educational Implications
Academic
Achievement of Students in Metalwork Technology
Interest of
Students in Metalwork Technology
Students’
Retention in Metalwork Technology
Gender Issues in
Technology Education
Instructional
Techniques in Technical Education
Theoretical
Framework
Stimulus
Response (SR) Association Theory
Piaget Theory of
Cognitive Development
Related Empirical
Studies
Summary of the
Review of Literature
CHAPTER THREE: METHODOLOGY
Design of the
Study
Area of the
Study
Population for
the Study
Sample and
sampling Technique
Instrument for
Data Collection
Validation of
the Instrument
Reliability of
the Instrument
Method of Data
Collection
Method of Data
Analysis
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Research
Question 1
Research
Question 2
Research
Question 3
Research
Question 4
Research
Question 5
Research
Question 6
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
Hypothesis 5
Hypothesis 6
Findings of the
Study
Discussion of
Findings
CHAPTER FIVE:
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Re-statement of
the Problem
Summary of the
Procedures Used
Major Findings
of the Study
Educational
Implications for the Study
Conclusion
Recommendations
Suggestion for
further Study
REFERENCES
APPENDICES|
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INTRODUCTION
Background
of the Study
Metalwork has
become a major essential technical trade in the curriculum of technical colleges
in Nigeria. Metalwork technology is included into the curriculum of technical
colleges to equip students with skills, knowledge and attitudes in welding and
fabrication, foundry, forging, casting, riveting and machine shop practice.
Metalwork technology according to Miller (2006) is the science and technology
involved in the practice of metalwork trades. Shirley (2000) described metal
work as the process of working with metals to create individual parts,
assemblies or large scale structures. Metalwork technology in technical college
therefore covers activities in welding and fabrication, foundry, forging,
casting, riveting and machine shop practice. Fabrication pertains to working
with sheet metals to produce articles like funnels, watering cans, containers
of beverages, among others while welding deals with the joining of two or more
metals together with the aid of heat and welding rod. Foundry concerns with
melting and casting of metals into different shapes and sizes.
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Suggestopedia is an instructional technique developed
by the Bulgarian psychotherapist Georgi
Lozanov. Suggestopedia had been called a pseudoscience
which strongly depends on the trust that students develop towards the method by
simply believing that it works. Lozanov (2006) described suggestopedia as a teaching
and learning technique by which a skill is learned based on suggestion. Richards and Rodgers (2001) stated
that suggestion
involves the loading of the memory bank with useful memories. Brom and Yule
(2005) described suggestopedia as one of the teaching techniques which focuses
on tapping the learners’ abilities by counteracting the fears and inhibitions
that are likely to improve skill learning among learners. In suggestopedia
instructional technique according to Bowen, Madsen and Hilferty (2006) teacher
serves as facilitator, gives guide and diverse of suggestions to students on
how to achieve the stated instructional objectives. The use of suggestopedia
instructional technique serves to focus on the learning environment.
Suggestopedia
has been called an effective humanistic approach because it has respect for feelings
and is derived from suggestology. Harmer, (2001) described
suggestology
as a science concerned with the systematic study of the non- rational and non-
conscious influences that human beings are constantly responding to involve
loading the memory banks with desired and facilitating memories. Some of the
key elements of suggestopedia include a rich sensory learning environment
(pictures, color, music among others), a positive expectation of success and
the use of varied range of methods, dramatic texts, music, active participation
in songs and games. The intended purpose of suggestopedia was to enhance
learning by tapping into the power of suggestion. Lozanov (2006) claimed that
suggestopedia is a system for liberation from the preliminary negative concept
regarding the difficulties in the process of learning that is established
throughout life in the society. Suggestopedia, therefore, is a modern
instructional technique that a teacher uses to optimize learning in an academic
environment like schools where programme of study or activities are organized.
The types of activities that are more original
to suggestopedia are the listening activities. These activities are typical in
the first day of a new unit. The students first look at an object and discuss a
new text with the teachers, in the second reading, students relax comfortably
in reclining chairs and listen to the teacher. During the third phase reading,
the material is acted out by the instructor in a dramatic manner over a
background of the special musical. The teacher’s role in using suggestopedia as
instructional technique is to show absolute confidence in the method, display
fastidious conduct in manners and dress, organize properly and strictly observe
the initial stages of the teaching and process, this includes choice and play
of music, as well as punctuality (Maurica, 2006). When applying SII, the
teacher must also maintain solemn attitude towards the session, give test and
respond tactfully to poor paper. Lukesch, (2000) stated that there are
assurances of progress in skill learning using suggestopedia as a method of
teaching. In ideal situation, the experience of learning is totally positive
and students also show surprising fluency and communicative ability in a short
span of time.
Students
in the traditional classrooms are often exposed to inadequate suggestions which
prevent the learners from developing their full potentials (Kussler, 1998).
Suggestopedia instructional technique according to Maurica (2006) is the best
way to increase the learners’ receptive input and to lower the learners’
anxiety in skill acquisition. Meyers and Jones (1993) explained that
traditional teaching methods have been shown to be inadequate in terms of
promoting deep learning and long term retention of important technical and
science concepts. Students in the traditional classrooms acquire most of their
knowledge through lectures and textbook reading (Ozoagu, 2007). Traditional
teaching methods are not students’ centered like suggestopedia instructional
technique. The incorporation of SIT into vocational and technical education system
therefore, is a new development because suggestopedia instruction requires
thinking skills as well as technical competency in updating necessary knowledge
and applied skills in order to promote effective learning. According to Slavin
(1991), suggestopedia has been found to be an effective technique for
increasing academic achievement of students in foreign languages in
institutions that are not technical colleges.
Technical
colleges are institutions where students acquire knowledge, skills and attitudes
in various occupations. They are post primary institutions equivalent to senior
secondary schools. Technical colleges according to Okoro (2006), are regarded
as the principal vocational institutions in Nigeria that give full vocational
training intended to prepare students for entry into various occupations,
craftsmanship and advanced craftsmanship. Attama (2007) also explained that technical
colleges in Nigeria are established to produce graduates with saleable skills.
Ede, Miller and Bakare (2010) stated that technical colleges are institutions
where vocational subjects are offered by students in order to acquire skills.
Metalwork technology at technical college level is practical oriented and
teachers need to use students’ centered instructional technique to teach the needed
skills and knowledge to students. Technical colleges train both males and
females in the metalwork technology.
Though gender
issues has contributed to students’ achievement in metalwork technology,
National Population Commission in Bakare (2009) found that gender imbalance in
technical and vocational education is currently skewed against females who
formed the bulk of the population of the nation. Gender is a sense of awareness
of being male and female. Colman (2003) described gender as a behaviour pattern
and attitude perceived as masculine within a culture. Gender schema tends to
relate most of the vocational trades to the masculine than feminine gender. The
females’ enrolment in technical college subjects/trades most especially in
metalwork technology at technical college level, is significantly fewer than
their male counterparts. Onele (2014) therefore explained that teaching and
learning of metalwork technology at technical colleges also demands effective
use of instructional techniques in order to maintain gender balance and good
academic achievement. Students’ achievement in metalwork technology is not
encouraging at technical college level.
Achievement
is the action of accomplishing something. Achievement according to Bakare (2009)
is the outcome of level of accomplishment in a specified programme of
instruction in a subject area or occupation which a student had undertaken in
the recent past. Academic achievement of students therefore is the translation
of the students’ performance in achievement test into scores obtained in a
cognitive test. Students’ academic achievement refers to students’ performance
or attainment in a subject. Jimoh (2008) stated that students’ academic achievement connotes performance in
school subject as symbolized by a score or mark on an achievement test. According to Anene (2005) achievement is
quantified by a measure of the student’s academic standing in relation to those
of other students of his age. According to Nwagbo (2001),
achievement in teaching/learning process has to do with attainment of a set of
objectives of instruction. Atherson
(2003) contended that students’ achievement is dependent upon several factors
among which are instructional methods and learning environment. Jimoh (2008)
stated that teachers with a demanding but good teaching method challenge
students to work at higher intellectual level. Presently, conventional method
is predominantly used to teach technical trades to students in the technical
colleges. Meyers and Jones (1993) stated that traditional
teaching methods have been shown to be inadequate in terms of promoting deep
learning. The method is
executed by example and activities by the teacher while the learners observe
and listen (Ukoha & Eneogwe, 1996). Besides the use of good teaching method
in the classroom, another important role of the teacher is to order and
structure the learning environment.
Included in this role are all the decision and action required of the
teacher to maintain order in the classroom such as laying down rules and
procedures for learning and use of motivational techniques to secure and
sustain the attention and interest of the learner (Moore, 1998).
Interest is a persisting tendency to pay attention and
enjoy some activities. Interest has been viewed as emotionally oriented
behavioural trait which determines a student’s vim and vigour in tackling
educational programmes or other activities (Chukwu, 2002). Students’ interest
and achievement in any learning activity is sustained by the active involvement
of the learner in all aspects of the learning process. Ogwo and Oranu (2006)
emphasized that unless the teacher stimulates students’ interest in learning,
students’ achievement will be minimal. Hence, it is essential that technical
teachers use teaching method which ensures students’ active involvement in
learning and provide suitable learning environment to improve achievement and
stimulate interest of students in metalwork technology. Okebukola (1996) stated
that specific acts or strategies should be adopted by teachers to inject varieties
in their teaching to stimulate and maintain the learners’ academic achievement,
interest and retention. Instructional techniques are subsumed in teaching
methods as ancillaries to ensure the effectiveness of the method in improving
interest of the students.
Low academic achievement has been
observed in metalwork. It is observed from the record of (National Business and
Technical Examination Board, NABTEB) 2004) that the students of metalwork who
sat for National Technical Certificate Examination and Advanced National
Technical Certificate Examinations performed very low. This record further
indicated 60 percent failure rate in metalwork. Also, National Business and
Technical Education Board (NABTEB) May/June Chief Examiners’ report of 2002
indicated that shortcomings of using inappropriate teaching strategy partly
accounted for the low academic achievement of students in vocational courses in
the National Technical Certificate Examination. According to the NABTEB (2010),
the performance of students in National Technical Certificate Examination was
poor. The report showed that the low level of achievement in vocational courses
was lower than expectation. The low academic achievement of students in
metalwork might be as a result of not using modern instructional methods by the
technical teachers. According
to Boyle, Duffy and Donleavy (2003) the traditional methods are based on
behavioural learning theory, emphasize knowledge transmission from teachers to
passive students and encourage rote memorization of facts. Campbell and
Campbell (1999) noted that when students are passive in the classroom, they
become apathetic and repulsive to learning. The consequence is that students
are unable to retain their learning and apply it to new situation (Roegge,
Wentling & Bragg, 1996). The shortcomings of the present traditional teaching
methods partly accounted for the poor performance of students in the National
Technical Certificate Examination
due to low retention of topics learnt.
Retention
is the power of retaining and recalling past experience. Momoh-olle (1997)
described retention of learning as a repeated performance by a learner, of
behaviour earlier acquired, elicited after an interval of time. It is affected
by degree of original learning, the method of learning and learner’s memory
capacity, among other factors. In a study, Momoh-olle (1997) found that male
generally outperformed girls in retention test in Physics while Haynie (2003)
found a similar result in technology education. Suggestopedia instructional
technique has been found effective in subjects such as foreign languages,
psychology education among others. Deliahgi and Yildirum
(2008) investigated the effectiveness of the use of suggestopedia instructional
technique on retention in basic science in comparison with traditional
classroom instruction to (lecture method and teacher dominated classroom) and SIT
found very active. The SIT also improves students understanding in science
subjects and enhances their interest while students’ interest in music was
increased in other related studies. Oranu (2002) explained that most problems
associated with teaching and learning of metal work at technical colleges is
methodology of teaching the subject matter, inadequacy in structural facilities
and the teacher inability to teach. Gall, Borg and Gall (2003) noted that education might be greatly
improved if more efforts were made to match instructional methods and programs
with the students who are best able to learn from them.
Metalwork technology is vast in nature,
practical oriented and has continued to experience changes and improvement from
time to time. The effect and contribution of metalwork towards economic
development and society require investigation in order to proffer strategy for
improvement. Hence, it is against this background to determine the effect of
suggestopedia instructional technique on technical college students’
achievement, interest and retention in metal work technology.
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