Comparison of Computer-Based Tutorial and Traditional Method of Teaching Brick Wall Bonding

The persistent challenge of delivering effective practical instruction in technical and vocational education and training (TVET) has intensified interest in digital pedagogical interventions. This study examined the comparative effectiveness of a computer-based tutorial (CBT) and the traditional teaching method in the instruction of brick wall bonding among students in a technical college in Nigeria. A quasi-experimental pre-test–post-test control group design was adopted. Eighty (80) students were purposively drawn from two intact classes: forty (40) assigned to the experimental group (CBT instruction) and forty (40) to the control group (traditional instruction). A 40-item Brick Wall Bonding Achievement Test (BWBAT), validated through expert review and pilot testing (Kuder–Richardson reliability coefficient KR-20 = 0.84), was administered at three stages: pre-intervention, immediately post-intervention, and four weeks post-intervention as a retention measure. A 30-item Attitude toward Learning Scale (ALS) was also administered. Data were analyzed using independent-samples t-tests and Analysis of Covariance (ANCOVA), with statistical significance set at p ≤ 0.05. The CBT group significantly outperformed the traditional group on both the post-test (t (78) = 5.371, p < 0.001, Cohen's d = 1.21) and retention test (t (78) = 5.587, p < 0.001, Cohen's d = 1.25). Attitude scores also favored the CBT group significantly (t (78) = 6.123, p < 0.001). These findings provide empirical evidence supporting the adoption of computer-based tutorials in teaching brick wall bonding within TVET institutions and hold significant implications for curriculum reform, teacher professional development, and instructional technology policy.

Brick Wall Bonding, Computer-Based Tutorial, Traditional Teaching Method, Technical and Vocational Education

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