Effect of guided – discovery pedagogy on students’ achievement in inspection and testing of domestic electrical installations in technical colleges in South-South Geo-Political Zone of Nigeria

Abstract

The study determined effect of guided – discovery pedagogy on students’ achievement in Inspection and Testing of Domestic Electrical Installations (ITDI) in technical colleges in South-South Geo-Political Zone of Nigeria. The study adopted quasi experimental pre-test, post-test, non-equivalent control group design which involve six experimental and six control groups was adopted for the study. Three research questions and three hypotheses guided the study. Sample size consisted of 291 Vocational Class 2 students in six intact classes randomly drawn from six purposively selected technical colleges in three South-South States of Nigeria and were stratified into urban/rural. Samples was taken from each stratum. A 43- item Inspection and Testing of Domestic Installations Achievement Test (ITDIAT) of a reliability coefficient of 0.87 was used for data collection. Intact classes were randomly assigned to experimental and control groups. Research questions were answered using mean and standard deviation while the hypotheses were tested at 0.05 level using ANCOVA. Findings among others showed that guided-discovery pedagogy significantly enhanced students’ academic achievements in EIMW when taught ITDI more than the lecture method, there was also significant difference in the mean achievement score of urban and rural students with students in the experimental group exhibiting higher achievement. Among the recommendations was that seminars and workshops should be regularly organized for teachers on the use of guided - discovery teaching method.