Effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology.
- Title
- Effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology.
- Author(s)
- Ogbuanya, T.C., Okeke, C.I.O., & Hassan, A.M. See all items with this value
- Date
- 2021 See all items with this value
- Description
-
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 Challengebased learning, while 59 were for activity-based learning. The study revealed that students 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
Woodwork work curriculum for Technical Colleges with a view to incorporating the challenge-based learning instructional approach into the teaching of woodwork. - Publisher
- International Journal of Research in Business & Social Science See all items with this value
- Identifier
- DOI
- Keywords
- Education, Challenge-based learning, Activity-based learnning, College, Students’ achievement, woodwork technology See all items with this value
- pages
- 330-341
- volume
- 10
- issue
- 7
- Item sets
- Journal Articles
- Media
-
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