Instructional Strategies and Students' Academic Performance in Electrical Installation in Technical Colleges in Akwa Ibom State: Instructional Skills for Structuring Appropriate Learning Experiences for Students

Autor/inn/en	Onweh, Vincent E.; Akpan, Udeme Timothy
Titel	Instructional Strategies and Students' Academic Performance in Electrical Installation in Technical Colleges in Akwa Ibom State: Instructional Skills for Structuring Appropriate Learning Experiences for Students
Quelle	In: International Journal of Educational Administration and Policy Studies, 6 (2014) 5, (7 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2141-6656
DOI	10.5897/IJEAPS2014.0347
Schlagwörter	Foreign Countries; Academic Achievement; Instructional Innovation; Educational Strategies; Engineering; Electrical Occupations; Learning Experience; Teaching Skills; Investigations; Quasiexperimental Design; Control Groups; Experimental Groups; Achievement Tests; Teaching Methods; Intermode Differences; Pretests Posttests; Hypothesis Testing; Inquiry; Demonstrations (Educational); Student Evaluation; Instructional Effectiveness; College Students; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Educational Innovation; Bildungsinnovation; Lehrstrategie; Maschinenbau; Electrical occupation; Elektroberuf; Lernerfahrung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Untersuchung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Hypothesenprüfung; Hypothesentest; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Schulnote; Studentische Bewertung; Unterrichtserfolg; Collegestudent
Abstract	The study investigated the effects of instructional strategies on students' academic performance in Electrical Installation in Technical Colleges in Akwa Ibom State. Instructional skills are the most specific category of teaching behaviours. A non-equivalent control group quasi experimental design was adopted for the study. Four intact classes from four technical colleges were selected to give a sample size of 231. Electrical installation achievement test (EIAT) was used to generate data for the study. The instrument was validated by three experts in the Faculty of Education, University of Uyo and the reliability coefficient of the instrument was .88. Mean and analysis of covariance were used for data analysis. The findings of the study revealed that there were significant differences between academic performance of students in Electrical Installation taught with discussion and lecture strategies; demonstration and inquiry strategies. It was recommended among others that variety of instructional strategies should be employed to enhance teaching and learning. (As Provided).
Anmerkungen	Academic Journals. e-mail: IJEAPS@academicjournals.org; Web site: http://www.academicjournals.org/journal/IJEAPS
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01