Open AccessEffects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology
Author(s) -
Chinyere Theresa Ogbuanya,
Chinedu Ifedi Okeke,
Abdullahi Muhammad Hassan
Publication year - 2021
Publication title -
international journal of research in business and social science
Language(s) - English
Resource type - Journals
ISSN - 2147-4478
DOI - 10.20525/ijrbs.v10i7.1369
Subject(s) - mathematics education , psychomotor learning , curriculum , psychology , academic achievement , computer science , cognition , pedagogy , neuroscience
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.