The Male and Female Students Mean Achievement Scores of Technical Schools in electricity concepts using E-learning Teaching Activity and Lecture Method
- August 18, 2021
- Posted by: rsispostadmin
- Categories: Education, IJRSI
International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue VII, July 2021 | ISSN 2321–2705
Joseph Olaiya Fatoki*and Benjamin A. Taangahar
Department of Science and Mathematics, Benue State University, Makurdi, Nigeria.
Abstract: The study determines the male and female students mean achievement scores of technical schools in electricity concepts using e-learning teaching activity and lecture method. Two research questions and two hypotheses were used. The study adopted a quasi-experiment designof non-randomized group pretest-posttest design. The population of the study was 6 Technical schools and 724 part II Students in the 2013/2014 academic session. The sample size was 223 (139 male and 84 female) out of the 724 of part II students of technical school college. A multi-stage sampling technique was employ for the study. Purposive sampling technique was used to select 2 Technical Schools (TS) which were co-educational (1 for control and 1 for experiment group). Again, a purposive sampling technique was used to select only part II students’ classes in the schools for the study. Two instruments were used for data collection, which included Electricity Achievement Test (EAT) and Electricity Interest Inventory (EII). Means and standard deviation were used to answer the research questions. Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results of the male and female students mean achievement scores of technical schools in electricity concepts using e-learning teaching activity and lecture methodwas not statistically significant. Both male and female technical schools students in education zone B of Benue State in the 2013/2014 academic session showed more interest and achieved higher in electricity lessons.
Keywords: Male, Female, Mean Achievement Scores, E-learning Teaching Activity, Lecture Method
I. INTRODUCTION
Electricity is one of the major topics in physics studied and taught in technical secondary and pre-tertiary schools as well as tertiary institutions in Nigeria. The understanding of electricity-related concepts, such as electric current, voltage, and resistance form the bases or prerequisite for the understanding of topics like series and parallel circuits, electric potential, electric energy as well as other concepts in physics. However, several studies have indicated that many students in science classes have difficulties in understanding and learning of these concepts. For instance Iorber, Fatoki and Ochedikwu (2015) studied students’ understanding of direct current resistive electrical circuits and found that both secondary school and university students reasoning pattern regarding direct current resistive electric circuits often differ
