VOCATIONAL TEACHERS EDUCATION - University of Nigeria
Transcript of VOCATIONAL TEACHERS EDUCATION - University of Nigeria
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OYENUGA, ANTHONY OYETUNDE
PG/Ph.D/05/39673
PG/M. Sc/09/51723
EFFECT OF MODELS ON INTEREST AND ACADEMIC
ACHIEVEMENT OF AUTO-MECHANICS STUDENTS IN
TECHNICAL COLLEGES IN LAGOS-STATE.
VOCATIONAL TEACHERS EDUCATION
A THESIS SUBMITTED TO THE DEPARTMENT OF VOCATIONAL TEACHERS
EDUCATION, FACULTY OF EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA
Webmaster
Digitally Signed by Webmaster‟s Name
DN : CN = Webmaster‟s name O= University of Nigeria, Nsukka
OU = Innovation Centre
DECEMBER, 2010
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EFFECT OF MODELS ON INTEREST AND ACADEMIC ACHIEVEMENT OF AUTO-
MECHANICS STUDENTS IN TECHNICAL COLLEGES IN LAGOS-STATE.
by
OYENUGA, ANTHONY OYETUNDE
PG/Ph.D/05/39673
A THESIS PRESENTED TO THE DEPARTMENT OF
VOCATIONAL TEACHER EDUCATION, UNIVERSITY OF
NIGERIA, NSUKKA, IN FULFILMENT OF THE REQUIREMENTS
FOR THE AWARD OF DOTOR OF PHILOSOPHY DEGREE IN
INDUSTRIAL TECHNICAL EDUCATION
DECEMBER, 2010
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APPROVAL PAGE
THIS THESIS HAS BEEN APPROVED FOR THE
DEPARTMENT OF VOCATIONAL TEACHER EDUCATION
UNIVERSITY OF NIGERIA, NSUKKA
by
-------------------------------------- -----------------------------------
Dr. (Mrs) T. C. OGBUANYA INTERNAL EXAMINER SUPERVISOR
-------------------------------------- ----------------------------------
EXTERNAL EXAMINER Prof. E. E. AGOMUO
HEAD OF DEPARTMENT
----------------------------------------------------
Prof. S. A. EZEUDU
(DEAN, FACULTY OF EDUCATION)
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CERTIFICATION
OYENUGA, ANTHONY OYETUNDE, a Postgraduate student in the Department of
Vocational Teacher Education with Registration Number PG/Ph.D/05/39673, has
satisfactorily completed the requirements for research work for the degree of Doctor of
Philosophy in Industrial Technical Education. The work embodied in this project is original
and has not been submitted in part or full for any Diploma or Degree of this or any other
University.
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OYENUGA, A. O. Dr. (Mrs) T. C. OGBUANYA
CANDIDATE SUPERVISOR
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DEDICATION
This work is dedicated to Almighty God.
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ACKNOWLEDGEMENTS
The researcher is grateful to Almighty God who granted this study His divine Grace
and Favour. Glory and adoration be unto His Holy name for the journey so far.
The researcher is most grateful to Dr. (Mrs) T. C. Ogbuanya his ever ready thesis
supervisor, for her love, kindness, consistent guidance and enabling atmosphere granted
throughout the course of the study. May the Lord bless her in all her undertakings.
The researcher is mostly indebted to his parents, Papa Vincent Taiwo and Mama
Roseline. O. Oyenuga and his brothers and sisters, Mr. Augustine Yomi Oyenuga, Mrs.
Yetunde Mary Sowole, Mrs. Margaret Oyeronke Lawal, Mrs Rita Kemi Somuyiwa and Mr.
John Femi Oyenuga for their round the clock prayers towards the success of this study. May
the Lord continue to let them reap the fruit of their labour.
The researcher is also mostly indebted to Prof. Yinusa Oyeneye, Prof. Kayode
Oyesiku, Mr. and Mrs. J. C. Aharanwa, Mrs. Bisola Amoda, Mrs. Taibat Ikotun, Mrs. Bisola
Akano, Mrs. Sebiomo Aderonke, Dr. R. A. Etu, Mr. Wahab Ibrahim, Mr. and Mrs. Femi
Olusanya and Mr. S. O. Osho for their love and moral support for the success of this study.
Finally, the researcher‟s sincere reserved appreciation go to his virtuous wife Abiola
Ruth and loving children, Tabitha Oyelola, Jemimah Oyebukunmi, Amen Oyetola and
Blossom Ayomipe Oyenuga for their prayers, patience, endurance, moral and financial
support. May you live long in peace and may the Lord bless and command the ground to
yield its increase for you all in Jesus Name. Amen.
A. O. Oyenuga.
University of Nigeria
Nsukka.
Dec. 2010.
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TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENT v
TABLE OF CONTENTS vi
LIST OF TABLES xi
LIST OF FIGURES xii
ABSTRACT xiii
CHAPTER I: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 7
Purpose of the Study 8
Significance of the Study 9
Research Questions 10
Hypotheses 11
Delimitation of the Study 11
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CHAPTER II: REVIEW OF RELATED LITERATURE 12
Conceptual Framework 12
Technical College in Nigeria 13
Auto-mechanics Technology 18
Traditional Instructional Method 21
Concept of Models 24
Concept of Achievement and Interest and Gender 27
Concept of Level of Ability 35
Need to change teaching strategy 35
Theoretical Framework 37
Review of Related Empirical Studies 42
Summary of the Review of Literature 52
CHAPTER III: METHODOLOGY 54
Research Design 54
Area of the Study 55
Population for the Study 56
Sample and Sampling Technique 56
Instruments for Data Collection 57
Validation of the Instruments 59
Reliability of the Instruments 61
Experimental Conditions 61
Experimental Procedure 62
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Method of Data Collection 63
Method of Data Analysis 63
CHAPTER IV: PRESENTATION AND ANALYSIS OF DATA 64
Research Question 1 64
Research Question 2 65
Research Question 3 66
Research Question 4 67
Research Question 5 68
Research Question 6 69
Hypothesis 1 70
Hypothesis 2 71
Hypothesis 3 72
Hypothesis 4 73
Hypothesis 5 74
Hypothesis 6 75
Findings of the Study 76
Discussion of the Findings 77
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CHAPTER V: SUMMARY, CONCLUSIONS AND RECOMMENDATION 83
Re-Statement of the Problem 83
Summary of the Procedure Used 84
Principal Findings 87
Conclusion 88
Implication of the Study 88
Recommendations 89
Suggestion for Further Research 90
REFERENCES 91
APPENDICES 109
APPENDIX A Sampling Plan 110
APPENDIX B Training plan for the teachers 111
APPENDIX C Covering letter for expert‟s vetting and face validation
of AMAT 112
APPENDIX D Questionnaire for the experts‟ rating on the suitability
Auto-Mechanics Achievement Test (AMAT) 113
APPENDIX E Auto-Mechanics Achievement Test (AMAT) used for
Pre-Test 122
APPENDIX F Auto-Mechanics Achievement Test (AMAT) used for
Post-Test 131
APPENDIX G Covering letter for expert‟s rating of the Auto-Mechanics
Interest Inventory [AMII] 140
APPENDIX H Questionnaire for the experts‟ rating on the suitability
Auto-Mechanics Interest Inventory [AMII] 141
APPENDIX I Auto-Mechanics Interest Inventory [AMII] 144
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APPENDIX J Lesson Notes for the experimental group 146
APPENDIX K Lesson Notes for the control group 151
APPENDIX L Answer to the Pre-test questions 158
APPENDIX M Answer to the Post-test questions 159
APPENDIX N Item analysis of the Auto-Mechanics Achievement Test 160
APPENDIX O Determining the reliability coefficient of AMAT using
Pearson Product Moment Coefficient 161
APPENDIX P Item Statistics for the Reliability Coefficient of
Auto-Mechanics Interest Inventory (AMII) 163
APPENDIX Q Summary of Mean Standard Deviation for Research
Questions 1-3 168
APPENDIX R Summary of Mean Standard Deviation for Research
Questions 4-6 169
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List of Tables
Table Page
1. The table of Specifications used for Auto-Mechanics Achievement Test 60
2. Mean and Standard Deviation of the Pre-Test and Post-Test Achievement
Scores of Experimental and Control Groups in the Achievement Test 64
3. Mean and Standard Deviation of the Pre-Test and Post-Test Achievement
Scores of Gender Group exposed to Experimental Condition 65
4. Mean and Standard Deviation of the Pre-Test and Post-Test Achievement
Scores of Ability Levels Group exposed to Experimental Condition 66
5. Mean and Standard Deviation of the Pre-Test and Post Test Interest
Scores of the Experimental and Control Groups 67
6. Mean and Standard Deviation of the Pre-Test and Post-Test Interest Scores
of Gender Group exposed to Experimental Condition 68
7. Mean and Standard Deviation of the Pre-Test and Post-Test Interest Scores
of Ability Levels Group exposed to Experimental Condition 69
8. Summary of Analysis of Covariance (ANCOVA) for Test of Significance
Between the Mean Scores of Experimental and Control groups in the
Achievement Test 70
9. Summary of Analysis of Covariance (ANCOVA) for Test of Significance
Between the Mean Achievement Scores of Male and Female students
taught with Models 71
10. Summary of Analysis of Covariance (ANCOVA) for Test of Significance
Between the Mean Achievement Scores of High Ability and Low Ability
students taught with Models 72
11. Summary of Analysis of Covariance (ANCOVA) for Test of Significance
Between the Mean Interest Scores of Students taught with Models and
those taught without Models. 73
12. Summary of Analysis of Covariance (ANCOVA) for Test of Significance
Between the Mean Interest Scores of Male and Female taught with Models 74
13. Summary of Analysis of Covariance (ANCOVA) for Test of Significance
Between the Mean Interest Scores of High Ability and Low Ability Students
exposed to Experimental Condition 75
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List of Figures
Figure Page
1. Model of Petrol Engine 170
2. Model of Firing Order of Four Stroke Spark Ignition Engine 171
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Abstract
The purpose of the study was to determine the effect of models on interest and academic
achievement of auto-mechanics students in technical colleges in Lagos State. Six research
questions and six hypotheses were formulated to guide the study. The research design that
was adopted was the quasi-experimental design. The type of quasi experimental design used
is the non-equivalent control group which involves two groups. Purposive sampling
technique was used to select four out of the five technical colleges used for the study. A
simple random sampling technique was adopted to select the technical colleges that were in
the experimental and the control group respectively. The year one intact classes were used
for the research exercise. The sample consisted of 153 year one auto-mechanics students in
the technical colleges. Regular auto-mechanics teachers were trained and used for the study.
The instruments used for data collection in this study were: Auto-Mechanics Achievement
Test (AMAT) and Auto-Mechanics Interest Inventory (AMII). The AMAT and AMII were
developed by the researcher and validated by experts in the Department of Vocational
Teacher Education, University of Nigeria, Nsukka. The reliability coefficient of AMAT was
found to be 0.61 and that of AMII was 0.81. Mean and standard deviation were used to
answer the research questions while the analysis of covariance (ANCOVA) was used for
testing the hypotheses at a level of significance of 0.05. The findings of the study were as
follows: (1) Using model has a significant effect on the academic achievement and interest of
the students in auto-mechanic work. (2) Gender has no effect on the academic achievement
of students in auto-mechanic work. (3) Gender was a factor on the interest of students in
auto-mechanic work. (4) Ability level has no effect on the academic achievement and interest
of the students in auto-mechanic work. The findings identified the implications of study with
respect to teachers, educational planners, tertiary institutions and students. Based on the
findings of this research, it was recommended among others that the use of model is
paramount in Nigeria technical colleges; government should make available various models
of vehicle system for effective teaching and learning in the classroom. Use of model for
teaching various concepts in vehicle systems should be incorporated into the technical
college and other vocational education curriculum.
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CHAPTER I
INTRODUCTION
Background of the Study
Models can be used to facilitate learning especially where real objects may not serve
the purpose. In explaining model, Macdonal (1991) sees model as a plan, a design, a
preliminary solid representation to be followed in construction, something to be copied.
Nachimias and Nachimias (1992) sees model as a likeness of something and a representation
of reality. In other words, model depicts the actual representation of the original. It also
explains how and why a particular phenomenon comes about. Ezeh (2006) stated that, a
model is thus a simplified structuring of reality which presents-supposedly significant figures
or relationships in a generalized form. Ezeh further stated that all models have basic
identities in terms of characters and functions, and that model is dynamic. They are modified
with time, in line with researches and developments in various fields. Haggett, Cliff and Frey
(1977) in Ezeh (2006) classified models into conceptual and hardwares. Conceptual model
have high degree of abstraction and are said to be “symbolic or theoretical” while hardware
model (physical or empirical constructions) which depict the actual representation of the
original is said to have low-level of abstraction and are often called “operational”.
This research work adopted the hardware model which is regarded according to
Nachimias and Nachimias (1992) as a likeness of something and a representation of reality.
A model can be constructed and used in teaching some specific automobile parts such as
crankshaft, piston, cylinder block, cylinder head, connecting rods, push rods, camshaft,
plugs, valves, etc. A model is simpler in construction, easy to carry and move about because
it is not heavy as in the case of a real auto-engine.
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Models can also be used to facilitate teaching and learning in some trades offered in
technical colleges in which auto-mechanics technology is one. Auto-mechanics technology
includes auto-mechanicals‟ work, auto-electricity, auto-body repair, spray painting, auto-
body building work, parts merchandising. According to Schaller (2000), auto-mechanics
technology is the learning of basic knowledge and skills necessary to diagnose and repair
mechanical defects in automobiles. Amen, (2007) sees auto-mechanics technology as the
study of operations and maintenance of diesel and gasoline (petrol) engines drive lines. In
other words, auto-mechanic technology involves the acquiring of specific knowledge and
skills for the purpose of diagnosing, maintaining, and repairing automotive defected systems.
Auto-mechanics in Technical Colleges is geared towards the production of craftsmen
who have skills, attitude, and knowledge to meet the demand and development in the
automobile industry (Osho, 2007). The craftsmen are expected to test, diagnose fault, service
and repair modern automobiles.
Auto-mechanics is one aspect of technology that has continued to experience constant
changes and improvement. Dynamism in auto-mechanics technology necessitates effective
training and re-training of the craftsmen who will handle it. This training actually has to
begin from the classroom. This is very necessary so that the students would be able to have
the insight of what engine details entails.
Considering the place of automobile in social, economic, and political development of
any country, issues relating to its repairs and services should not be left to chance. An ill-
maintained automobile can lead to wastage of both life and resources. Osho (2007) reveals
that auto-mechanics in the Technical Colleges is still bedeviled by a mirage of problems
ranging from improper management of human and material resources, inadequate skilled and
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competent professionals that can assist students in learning and acquiring skills that would
make them proficient in their automobile career and lack of appropriate instructional
materials to facilitate learning. Also, the Federal Ministry of Education (2004) in her report
on Technical Colleges revealed that students in Technical Colleges are always put-off or not
interested in vocational education (in which auto-mechanics is one) because of unmotivating
and unchallenging strategy and approach used by their instructors and teachers. If the
teaching strategy is fascinating, students‟ interest would be aroused. Therefore, in other to
facilitate teaching and learning in auto-mechanics, interest of the students is also a relevant
factor. According to Osuafor (2001), the affective disposition of a student has direct
relevance to his/her interest in learning. He further stressed that interest is that attraction
which forces or compels a student to respond to a particular stimulus. Therefore, interest is
an affective behaviour that can be aroused and sustained in teaching and learning of auto-
mechanics through appropriate teaching strategy.
An appropriate strategy for teaching auto-mechanics subjects may foster the academic
achievements of auto-mechanics students in technical colleges. Jimoh (2010) observed that
students‟ achievement connotes performance in school subjects as symbolized by a score on
an achievement test. Furthermore, Anene (2005) in Jimoh (2010) explained that achievement
is quantified by a measure of the student‟s academic standing in relation to those of other
students of his/her age. Uka (1981), Antheson (2003) and Osho, (2007) contended that
students' achievement is dependent of several factors among which are learning environment,
instructional methods and teaching strategy. Teachers with a demanding but good teaching
strategy challenge students to work at higher intellectual level. Apart from the use of
appropriate teaching strategy in the classroom, other important role of the teacher is to order
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and structure the learning environment. Included in this role according to Moore (1999) are
all the decisions and actions required of the teacher to maintain order in the classroom such
as laying down rules and procedures for learning and use of motivational techniques to
secure and sustain the attention and interest of the learner.
Chukwu (2002) stated that interest has been viewed as emotionally oriented
behavioral trait which determines a student‟s vim and vigour in tackling educational
programmes or other activities. Ngwoke (2004), Ogwo and Oranu (2006) laid emphasis on
the need for teachers to stimulate students‟ interest in learning without which students‟
achievement will be minimal. Interest is a persisting tendency to pay attention and enjoy
some activities (Jimoh, 2010). However, it is pertinent that auto-mechanics teachers should
use teaching strategy which ensures gender active involvement in learning and provide
suitable learning environment to improve achievement and stimulate the interest of high and
low ability of auto-mechanics students in technical colleges.
Gender issues, as well as ability levels assume prominence in auto-mechanics
discourse. Gender is regarded as a sense of awareness between male and female. According
to Ikegulu and Familusi (1999), gender is any difference that is based on socio-cultural belief
that evolves over time. Colman (2000) describes gender as a behaviour pattern and attitude
perceived as a masculine and feminine within a culture. Furthermore, Uwameiye and Osunde
(2005) describe gender as a psychological term, which describes behaviours and attributes
expected of individual on the basis of being a male or female. The controversies on gender in
the school achievement and classroom behaviour according to Ezeh (2006) have continued to be
inconclusive. The effect of gender on the academic achievement of students have in recent times
been attracting attention from researchers and psychologists, and that there has been no
consensus among scholars in terms of students‟ performance in schools (Adeyemi, 2009). In the
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case of ability level, several studies have revealed that learning gains are distributed across
ability level. Koran (1992) in Danner (2008) revealed that the analytical potentials of a learner
depends on the amount of gaps the learner has to fill in information processing for his/her
learning to be coherent. Thus, the fewer the gaps, the greater the ability to learn in any situation.
Most auto-mechanics teachers in the technical colleges do constantly face the
decision of how to design instruction, which will best meet the needs of the students. The
decisions include selecting the best strategy that would be appropriate for teaching and
learning (Amen, 2007). Agnew and Shinn (1990) are of the opinion that the selection process
requires not only the teacher being aware of how to use various techniques, but that he or she
knows which type of students learn best with various techniques. Due to the present
advancement in technology and sophistication in auto-mechanics technology, the traditional
teaching methods adopted by most teachers in teaching auto-mechanics in technical colleges
do not allow teachers to adequately cater for the diverse learning styles of most students
(Neekpoa, 2007). As technology is changing, the auto-technicians must change with the
technology so that the level of their thinking in dealings with various diagnoses, repairs, and
maintenance of motor vehicles should be commensurate with maintenance need of today‟s
automobile. In other words, students need to be equipped with higher order thinking skills for
easy adaptability. Campbell and Campbell (1999) stated that traditional teaching methods do
not adequately equip teachers with contemporary views of student intelligences and their vast
learning capabilities. The consequence of this, according to Roegge, Wentling and Bragg
(2000), is that students are unable to retain learning and to apply it to new situation.
The National Business and Technical Education Board (NABTEB) May/June Chief
examiner‟s report (2002) indicated that the shortcomings of the present teaching method
partly accounted for the poor performance of students in auto-mechanics technology in the
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National Technical Certificate Examination in recent years. According to NABTEB (2006)
the performance of students in National Technical Certificate (NTC) Examination was poor.
The report showed that the level of achievement in auto-mechanics subjects was lower than
expectation as most students scored less than 50 percent in this subject. This low
achievement may be due to the traditional system of teaching adopted by auto-mechanics
teachers in the technical colleges while teaching petrol engine in the classroom.
The vestiges of the traditional system of teaching and evaluation still prevail in
schools (Sofolahan, 1991). He further maintained that when traditional method of teaching is
employed, students‟ ability to grasp relevant concepts is made much more difficult than
when students are exposed to lessons involving hands-on experience. Supporting Sofolahan,
Haruna (1992) and Okebukola (1997) noted that in spite of the numerous teaching strategies
propounded to cope with the recent trend in the various curriculum structures for schools,
evidence had continued to show that most teachers still adopt the traditional talk chalk
approach. The traditional instructional method of teaching has its advantages and
disadvantages and the recurrent poor academic achievement in auto-mechanics subjects may
be related to the use of conventional/traditional method of teaching as observed by Ezeh
(2006). There is thus the need to investigate and confirm the effectiveness of other teaching
strategies on academic achievement and interest of students in auto-mechanics trade in the
Technical Colleges which would make learning more concrete.
However, the best way to make learning more concrete is to make use of real objects
and in some situations, real object may either be too large or complex that hidden details are
obscured. This situation arises in the study of some aspects of auto-mechanics. For example,
the working principle of the crankshaft (i.e. how crankshaft rotates in an engine), the
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jumping of sparks at the rear end of the spark plug resulting in igniting the mixture of fuel
and air in the combustion chamber are hidden details that cannot be seen. Real object as well
may be dangerous, and in such situations, the teaching and learning must be brought down to
the learners‟ level using prototype or model so that the students would have a good mental
picture of the topic being taught in the classroom. Learning with real objects may sometimes
be too costly should any damage occur. Hence, it is better to start from the use of models for
teaching/learning activities in the classroom before handling the real object in the workshop.
Another commonly stated merit of the use of models is the learning safety as well as
practicing new information or skills that may be tedious in real life. Lee (1979) describes
safety as a factor to be considered when selecting a strategy.
Therefore, the need to find the best strategy that will assist students in auto-mechanics
work and improve their academic achievement and interest has become most important to
auto-mechanics teachers.
Statement of the Problem
Many students find it difficult to study auto-mechanics because they see the engine as
being complicated. Those students who eventually study auto-mechanics in the Technical
Colleges do not perform well in the National Business and Technical Education Board
(NABTEB) examination. The National Business and Technical Education Board (NABTEB)
May/June Chief examiners‟ report (2002) indicated that the shortcomings of the present
teaching method partly accounted for the poor performance of students in auto-mechanics
technology in the National Technical Certificate Examination in recent years. The report
from FME (2004) identified lack of good methodology as the major reason for low
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achievement and drop-outs in the technical colleges. According to NABTEB (2006), the
performance of students in National Technical Certificate (NTC) Examination was poor.
The report shows that the level of achievement in auto-mechanics subjects was lower
than expectation as most students scores less than 50 percent in this subject. Amen (2007)
observed that the low level of achievement has been attributed to certain factors, which are:
inadequate qualified automobile teachers; lack of students‟ interest; non-exposure to field
trip; none inclusion of technical college students in Students Industrial Work Experience
Scheme (SIWES) and above all poor method of teaching. Amen further stated that studies
had shown over the years that out of every 100 students that gained admission into the higher
institutions of learning to study technical education, only or less than 10 percent study
automobile. This issue became worrisome as most students do not have interest and are
unwilling to further their education in automobile at higher level.
Therefore, in order to address the lack of students‟ interest and their low performance
in National Technical Certificate (NTC) examination, a better strategy that would allow the
students to be able to having an insight of what the vehicle engine entails before the practical
work in the workshop should be adopted. This may likely arouse the students‟ interest as
well as improving their academic achievement.
Purpose of the Study
The purpose of the study was to determine the effect of models on interest and
academic achievement of auto-mechanics students in technical colleges in Lagos State.
Specifically, the study sought to:
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(1) Determine the difference in the mean achievement scores of experimental and control
group in petrol engine.
(2) Determine the effect of model on the mean achievement scores of male and female
auto-mechanics students in petrol engine when exposed to experimental conditions.
(3) Determine the effect of model on the mean achievement scores of high ability and
low ability auto-mechanics students in petrol engine when exposed to experimental
conditions.
(4) Compare the mean interest scores of experimental and control group in petrol engine.
(5) Compare the effect of model on the mean interest scores of male and female auto-
mechanics students in petrol engine when exposed to experimental conditions.
(6) Compare the effect of model on the mean interest scores of high ability and low
ability auto-mechanics students in petrol engine when expose to experimental
conditions.
Significance of the Study
The findings of this study will sensitize the auto-mechanics teachers on the
benefit of the use of models in teaching, since it has greater effect on the interest and
academic achievement of the students. The research findings will as well form another
dimension of innovations in teaching and learning of auto-mechanics.
The curriculum planners would also benefit from this study. The results of the
research would assist in curriculum planning. For instance, information relating to the
teaching and learning of auto-mechanics with the use of models will be utilized in the
appropriate stages of curriculum planning, modification and revision.
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The finding of this study will be of immense benefit to the students who have been
sceptical in studying auto-mechanics since the study will be provided with pedagogical
information that may improve their learning in petrol engine. Since the use of models are
found to be effective, students will gain adequate knowledge in the course of training. The
research findings will as well increase the interest of the students in auto-mechanics work.
The education Ministry would also find this study useful. The findings of the study
can be utilized by the Education Ministry by organising conferences, seminars, and
workshops to sensitize and re-train auto-mechanics teachers on the use of models to improve
their teaching.
Research Questions
The following research questions guided the study:
(1) Which of the groups (experimental or control) perform better in an achievement test
in petrol engine as indicated in their mean achievement scores?
(2) Which of the gender group (male or female) of auto-mechanics students performs
better in the achievement test in petrol engine when exposed to experimental
condition?
(3) Which ability group (high or low) performs better in the achievement test in petrol
engine when exposed to experimental condition?
(4) Which of the group of students (experimental or control) indicates much interest in
petrol engine as shown by their mean interest scores?
(5) Which of the gender group (male or female) indicates much interest in petrol engine
when exposed to experimental condition as indicated by their mean interest scores?
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(6) Which of the group according to their level of ability indicates much interest in petrol
engine when exposed to experimental condition?
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Hypotheses
The following null hypotheses at a level of significance of 0.05 guided the study:
(1) There will be no significant difference in the mean achievement scores of auto-
mechanics students taught petrol engine using models and those taught without
models.
(2) There will be no significant difference in the mean achievement scores of male and
female auto-mechanics students in petrol engine when taught with models.
(3) There will be no significant difference in the mean achievement scores of high ability
and low ability auto-mechanics students taught with models as measured by their
mean achievement scores in petrol engine.
(4) There will be no significant difference in the mean interest scores of auto-mechanics
students taught with models and those taught without models in petrol engine.
(5) There will be no significant difference in the mean interest scores of male and female
auto-mechanics students in petrol engine when taught with models.
(6) There will be no significant difference in the mean interest scores of high ability and
low ability auto-mechanics students in petrol engine when exposed to experimental
condition.
Delimitation of the Study
Among the various types of models, the research was limited to the experimental
construction type of model which is relevant to the study. The following topics are taught at
the Year One level: Petrol engine; diesel engine; engine reconditioning and auto-electricity.
This study was delimited to petrol engine being the topic taught in the first term of the
academic year.
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CHAPTER II
REVIEW OF RELATED LITERATURE
The review of literature related to this study was organized under the following sub
headings:
1. Conceptual Frame work
Technical College Education in Nigeria
Auto-mechanics Technology in the Technical Colleges
Traditional Instructional Method
Concept of Models
Concept of Achievement and Interest and Gender
Concept of Levels of Ability
Need to change teaching strategy
2. Theoretical Framework
3. Review of Related Empirical Studies
4. Summary of Review of Related Literature
Conceptual Framework
The conceptual framework on which the study was built is shown below. The models
show the independent and the dependent variables. The independent variable is the treatment
technique (model) used in this study in which the researcher manipulated to determine the
relative effectiveness on the dependent variables which are academic achievement and
interest. The model equally contains the moderating variables which are gender and
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intellectual ability of the subjects. These are conceived to influence the outcome of the
treatment thus making it necessary to bring them into the analysis.
Fig 1
Independent Dependent
Variable Variables
Conceptual Framework
Technical College Education in Nigeria
Further development of technical and vocational education in Nigeria led to the Elliot
commission (1943) recommendation of the dissolution of the Higher College and its
premises was converted into a technical institute (Technical College). Three technical
institutions were sited at Kaduna, Enugu and Lagos The commission report proposed the
establishment of handicraft and trade centres, and technical institutes for the purpose of
training craftsmen. The committee on Research and Publication of American Vocational
Association (1954) stated that technical and vocational education is that aspect of education
USE OF MODELS
GENDER
(Male or Female)
INTEREST
IMPROVEMENT
INTELLECTUAL
ABILITY
(High and Low)
ACHIEVEMENT
TEACHING
LEARNERS
xxx
designed to develop skills, abilities, understandings, attitudes, work habits and appreciation.
It encompasses knowledge needed by workers to enter and make progress in employment on
a useful and productive basis.
Technical and Vocational Education is an integral part of the total process which
contributed towards the development of good citizenship by developing their physical,
social, civic, cultural and economic competencies of the individual (Sanni, 2002). Technical
and Vocational Education is an education that fits one into intricate experiences of the real
world of works through the acquisition of relevant knowledge and skill. It is job oriented
training designed to develop appropriate knowledge, skills attitude and understanding in all
citizens (Olaitan, 1986).
In 1944, a ten-year development plan was established for intermediate and pre-
vocational levels in technical and vocational education. The ten-year education plan was
intended to provide:
i. a suitable education that would be more suited to Nigeria needs;
ii. a good condition of service for the teachers and other voluntary education bodies, so
that the staff would be more contended and dedicated to work;
iii. adequate financial assistance to the missions and other voluntary education bodies;
vi. financial assistance to native administrations in maintaining an efficient set of
teachers, as well as the expansion of education in their various areas;
v. a means of controlling the expansion of education within the financial limit.
The educational plan was treated only as a tentative or temporary document.
Following the rising cost of education and defects in the 1944 education development plan, a
committee known as Davidson‟s plan was constituted in 1946 to revise the 1944 Ten Year
xxxi
Educational Development Plan. The 1946 development plan was progressive in its content
and application, and the 1948 Education Ordinance was based on it.
The significance of technical and vocational education lies in the fact that it deals
with the production of the widest spectrum of the technical workforce (Okeke, 1997). Based
on United Nations ratios of 1:4:30 (Engineer, Master Craftsmen and Craftsmen respectively);
crafts level manpower constitutes an essential base upon which lies the strong foundation
needed for the desired technological growth of this nation (Aina, 1997). The success of
technical and vocational education programme in making substantial contribution to the
economy of a nation like Nigeria depends largely on the effective method adopted by
teachers in imparting the required knowledge, attitude and skills on the students.
Recognizing the value of the importance of technical and vocational education, the
Federal Republic of Nigeria (2004) in her National Policy on Education stressed in article 40
that:
Technical and vocational education should be used
as a comprehensive term referring to those aspects
of the educational process involving, in addition to general
education, the study of technologies and related sciences
and acquisition of practical skills, attitudes, understanding
and knowledge relating to occupations in various sectors
of economic and social life.
The Federal Republic of Nigeria further stressed the goals of technical and vocational
education in article 42 of the National Policy on Education to include among others:
xxxii
(a) Provide trained manpower in the applied sciences, technology, and business
particularly at craft, advance craft and technical levels;
(b) Provide the technical knowledge and vocational skills necessary for agricultural,
commerce and economic development;
(c) Give training and impart the necessary skills to individual who shall be self-reliant
economically.
In pursuance of the above goals as stated by the Federal Government:-
(a) The main features of the curricular activities for Technical Colleges shall be
structured in foundation and trade modules;
(b) The curriculum for each trade shall consist of four components:-
i. general education
ii. theory and related courses
iii. workshop practice
iv. industrial training/production work
v. small business management and entrepreneurship training
(c) for effective participation of students in practical work, the teacher-students ratio
shall be kept at 1:20.
The (c) above is intended to allow for better interaction with students. The summary of the
goals of technical and vocational education is that Nigerian youth should develop into a well
integrated person who shall be independent, physically and mentally skillful.
In the year 2000, the government‟s determination to ensure better and qualitative
technical and vocational education led to the organization of a seminar by the Federal
xxxiii
Ministry of Education and UNESCO, on the Technical and Vocational Education in Nigeria
in the 21st Century. A blueprint was backed by a Master Plan for decade 2001-2010.
Specifically, the seminar:
(i) Reviewed and appraised the present state and proposed reforms in technical
and vocational education (TVE) in Nigeria;
(ii) Identified and assessed resource requirements and national priorities;
(iii) Made proposal for reform in technical and vocational education (TVE) teacher
production to cover its mix, standards, and quantity;
(iv) Proposed policies, plans strategies for development of meeting identified need
in technical and vocational education ( TVE); and
(v) Identified the roles of stakeholders and agencies in development, delivery and
management of TVE in Nigeria.
The Master plan (2001-2010) stressed that technical colleges are
expected to produce craftsmen.
According to the Federal Republic of Nigeria (2004) in her National Policy on
Education, the following trades are offered in technical colleges:
a. Mechanical Trades: The trades comprises of agricultural implements and
equipment mechanics‟ work; automobile engineering practice; air-conditioning
and refrigeration; mechanical engineering craft practice; welding and fabrication
engineering craft practice; foundry craft practice; instrument mechanics‟ work;
and marine engineering craft.
b. Computer Craft Practice: This trade comprises of computer maintenance work;
and data processing.
xxxiv
c. Electrical Engineering Trades: These trades include: electrical installation and
maintenance; radio, television and electrical work; and appliances repair.
d. Building Trades: This involves block laying, bricklaying and concrete work;
painting and decorating; and plumbing and pipe-fitting.
e. Wood Trades: Wood trades comprises of machine; carpentry and joinery;
furniture making; and upholstery.
f. Hospitality: Under hospitality, the trade is catering and practice.
g. Textile Trades: Textile trades include: garment making (ladies/men dresses);
textile trades; and dyeing and bleaching.
h. Printing Trades: These trades include: printing craft practice; graphics arts;
and ceramics.
i. Beauty Culture Trades: In beauty culture trades we have cosmetology.
j. Business Trades: These trades include: stenography; typewriting; store keeping;
book keeping; and office practice.
The programmes in the colleges were designed to train craftsmen and artisans for the
economy. The programmes were also designed to produce individuals who would not only
be craftsmen and artisans, but also knowledgeable about the role of technology and the
environment in which they live.
Auto-Mechanics Technology in Technical Colleges
Auto-mechanics work is an occupation that has been affected by the change in
technology and industrial standards. Current trends in automobiles are a challenge to repair
because of the advanced technology. This advanced and continuously evolving technology
xxxv
will require students of auto-mechanics work in the technical colleges to have greater
knowledge in the areas of both repair and maintenance, since individual student of auto-
mechanics work need advanced knowledge to deal with the changes brought about by latest
technology in the automobile industry. The advancement of technology in automobile
industry will somehow affect the convectional knowledge for diagnosing and carrying out
repairs on vehicles.
The challenges facing students of auto-mechanics work after graduation are more or
less in the world of work up to the end of early eighties. This was due to the known fact that
almost all the automobile industries in the country do send their employees on training after
employment. Due to the recent advanced technology in the automobile industry, there have
been radical changes which have been observed in the trend towards repair of vehicles.
The introduction of digital model assembly into automobile was commended by
Friedrichs and Schaff (1982). They observed that the applications of micro-electronic in
automobiles are both for techno economic advantages and need imperative. They further
explained that a techno-economic implication ranges from the direct substitution of
microelectronic circuits for old technologies with benefits being that micro electrically
controlled products are typically more powerful, more reliable, very often smaller and
cheaper. Friedrichs and Schaff also explained that the need imperative applies where the
general evolution of the society has placed additional demands upon product performance.
Other new innovations include safety airbags, side airbags, curtains and anti-lock braking
system.
Furthermore, new transmission system was introduced for the economy of power and
it is controlled electronically in other to improve basically the mechanical systems. The new
xxxvi
transmission system includes the cruise control system which serves for both safety and
economy; computer controlled auto-active automatic transmission; automatic gearing; and
transaxle transmission. Other pertinent new developments are remote controlled power
locking systems for engine and doors and for engine demobilization, and torch alarm system.
All these are incorporated for security or anti-theft purposes. According to Lim (1999), other
new systems including power doors, windows and seats, electronic air-conditioning system,
and roof glass that are controlled electronically are basically for comfortability and
convenience. As new development arises, the vehicle system becomes more complex most
especially in terms of maintenance and repair.
In 1997, the Toyota Motor Corporation became the first to produce a hybrid vehicle.
Hybrid automobiles combine an electric motor with batteries that are recharged by a small
gas or diesel-powered engine. By relying more on electricity and less on fuel combustion,
hybrids have higher fuel efficiency and fewer toxic emissions. In 2004, the Ford Motor
Company became the first U.S. automaker to produce a hybrid vehicle (Microsoft Encarta
Online Encyclopedia, 2006).
There is no doubt that auto-mechanics trades has found its niche in economic
development of a nation. The advancement of technology in automobile industries in the
developed and developing countries attests to the fact that auto-mechanics technology has
greatly become a central focus of many countries economic policies most expecially in the
advanced countries. According to Elom (1998), the study of automobile technology is
therefore very important to the technological growth of a nation like Nigeria as any other
technical subject. However, the need for competent craftsmen becomes imperative
xxxvii
considering the fact that latest models of automobile vehicles are made from recent
technology.
Auto-mechanics technology programmes in the Technical College include the
following: auto-mechanics, auto-electricity; auto-body repair; spray painting; auto-body
building work and parts merchandising. The programmes were designed to produce
craftsmen and artisans, unlike that of Colleges of Education, Polytechnics and Universities
which are expected to produce technician, technologist and engineers respectively.
xxxviii
Traditional Instructional Method
Literature on traditional institutional methods is seen to dwell largely on the area of
teacher-centered approach. In a traditional talk-chalk method of teaching in the classroom,
the teacher does the talking as the students listen and this type of method is referred to as
lecture method. Studies show that the lecture method is seen as the most commonly used
method of teaching (Okunrotifa, 1977; Adetumberu, 1983; Ezeudu, 1992; Okwo, 2004).
In lecture method, the teacher lecture while the students only take notes and the
blackboard is used for illustration (Ohidume, 1977). Onwuka (1981) highlights some of the
characteristics of lecture method. This he does by pointing out that the lecture method is also
the telling method. The method pre-supposes that the teacher is an embodiment of
knowledge and that the learner is blank. With this assumption, the teacher proceeds to dish
out what he knows to his pupils. This method makes students to be passive listeners and
does not demand an active involvement of students physically, psychologically, and
intellectually.
Ezeudu (1992) described the lecture method as a teacher centered method; the
technique is instruction centered and does not challenge the teacher‟s ability, thus teachers
could be ill prepared; dull and less challenging; does not create opportunity for creativity and
self discovery for learners to rationalize and explore; do not promote excellence and hard
work, thus it leads to failure. According to Okwo (2004), it does appear that the innovations
and recommendations by various professional associations for effective teaching are not
being implemented at the classroom levels. Teachers he said have continued to dominate the
instructional process through the use of authoritarian teaching methods. The literature
xxxix
reviewed according to Saylor and Alexander (1976), Mills (1973) have advantages and
disadvantages. According to them, the advantages are:
a. A teacher can take a large class of students at a time.
b. A lot of grounds can be covered by the teacher.
c. The method makes it possible to disseminate large quantity of information to
the students in a short period of time.
d. The lecture method is economical in terms of time and staff needs.
e. Lecture well prepared can be repeated, thus saving the lecturer‟s time and
energy.
The disadvantages are:
a. The lecture method is a teacher centred and teacher oriented.
b. The method shows no regard for individual differences among learners.
c. It does not provide opportunity for adequate class participation.
d. The students learn comparatively little of what has been taught as they only
hear and see the teacher.
e. The class is, in most cases, passive.
f. Boredom is easily associated with the method.
g. The lecture method has been to the detriment of the students in terms of
appropriateness of the use in relation to the students‟ learning outcomes.
Lecture method belongs to the information processing models of teaching and it
involves the teacher telling students facts about a particular topic and expecting the students
to memorize what they have been told (Aguokabue, 1994). Aguokabue further stressed that
lecture method does not consider the learners‟ prior knowledge; it does not facilitate recall of
xl
facts and create room for the teacher to cover his ignorance, as there is sometimes no room
for questioning the teacher.
According to Ogwo (1996) in Neekpoa (2007), when using lecture method, teachers
launch into monologues when giving examples, explaining concepts, pointing out
relationships and as such, the method has been severally criticized by educators. The
intellectual passivity and weariness of listeners and lack of discussion are said to be a
contradiction of the process of the free flow of information and exchange of ideas which
learning demands (Curzon, 1982 cited in Ogwo, 1996).
Ogwo (1996) sees lecture method as a typical of a teaching skill involving sole
performance and one-way communication. Corroborating the views of Ogwo, Tochonites
(2000) describe lecture method as the “sage on the stage method” because the teacher (the
sage) only read his note in the class, make few explanations if he likes and may not even
entertain suggestions or questions from the students, there is only one-way communication.
Shield (1996) decried the lecture method on the basis that the transfer of knowledge by
didactic exchange or role learning leads to the acquisition of low level fact and knowledge
which is far below what is required in this current complex technological dispensation.
The situation of teaching and learning of auto-mechanics work in technical colleges‟
shows that the use of old approaches (traditional institutional method) has persisted among
the auto-mechanics trade teachers. This is due to the fact that there are not much empirical
research prototypes of innovative strategies which auto-mechanics work teachers can adopt
and use. Many of the teachers are not expose to study trip, so that they can see themselves
the latest technology in the automobile industry. No workshop or seminar on the new
xli
innovative in the auto-mechanics technology is organized for the teachers to update their
knowledge so that they can impart the knowledge gained on the students.
The traditional instructional method as aptly analyzed and criticized by researchers
reviewed above, sees the teachers as an end in itself and not the means to an end. Secondly,
it tends to restrict the learning process of most students. What seems to be common in the
various views is that it does not sufficiently enable the learner to concretize phenomena. The
suggestions made were not derived from any subjective intuition, but have been based on
series of researches over a long period of time. The traditional method of instruction
does not promote academic excellence and creativity.
Concept of Models
Husen and Postlethwaite (1991) sees model as often the result of structuring a
problematic situation. The term „model‟ has been, largely, association with complexities of
systems. As the information field becomes more complex and complicated, the need is
created for their simplification and idealization as a means of understanding reality and
ultimately solving a given problem (Ezeh, 2006). The term model according to Ezeh (2006)
has been largely associated with complexity of the systems which has created a need for
simplifications and idealizations as a means of understanding reality.
Generally speaking, a model may refer to any simplifications and abstractions of
some relationships we believe to exist between experiences. It could be used to designate a
theory, a law, a classification, a hypothesis or even science itself, which certainly fits the
characterization or a description and the abstraction of reality (Abler, Adams and Gould,
xlii
1977). According to Haggett, Cliff and Frey (1977), a model may be described as a
simplified version of reality, built in order to demonstrate certain of the properties of reality.
According to Husen and Postlethwaite (1991), the result of structuring a problematic
situation is called a model, in which structure is the essential feature of a model. Model can
be simple images of things – the outer shell, so to speak – or they can be complex, carrying
all the characteristics of the object or process they represent. A complex model will simulate
the actions and reactions of the real thing (http://www.ist.ucf.edu/background.htm 2006).
The above definitions are related to the conceptual forms of models. However, model
is a simplified device for the purpose of depicting the actual representation of the desired
object or feature.
Functions of Models
According to Haggett and Chorley (1971) as cited in Ezeh (2006) the models perform
the following functions:
a. Models perform psychological functions. For instance, they enable some groups
of phenomena to be visualized and comprehended, which could otherwise not be
because of their magnitude or complexity.
b. Models have organizational function with respect to data, and also fertility in
allowing the maximum amount of information to be squeezed out of the data.
c. They help to explain how a particular phenomenon comes about. By so doing
models are said to perform logical function.
xliii
d. Models constitute a bridge between observational and theoretical levels and are
concerned with simplifications, reduction, concretization, experimentation, action,
extension, globalization, theory and explanation.
e. They provide a frame work where information may be defined, collected and
ordered.
f. Models perform constructional functions. For example, model form stepping-
stones to the building of theories and laws.
g. Models form stepping stones to the building of theories and laws.
h. Models perform normative functions by comparing some phenomena with a more
familiar one.
i. They perform systematic function, for instance reality is viewed in terms of inter-
locking systems.
According to Husen and Postlethwaite (1991), researchers in the field of education
have used models as a starting point for development of hypotheses, theories, and laws.
Model could be used to designate a theory, law, classification or a hypothesis (Abel, Adams
& Gould 1977).
Merits of Models
The use of models in the teaching and learning processes in auto-mechanics would
create room for alternative students‟ behaviour in decision making processes. Such a
situation provides opportunities for creativity, initiative, insight, and perception in problem
solving situations. The use of models involves direct interaction between the students and the
object. As a general procedure, the auto-mechanics trade teacher/instructor would have to
xliv
demonstrate each step of the model, beginning with short introduction of the construction
followed by the principle of operation of the model after which the auto-mechanics trade
teacher would allow the students to try it by touching, see hidden details and understad the
principle of operation.
Again, the use of models in teaching can be seen as any contrived experience planned
to give illusion of real experience. In teaching, the problem faced by an instructor/teacher is
not only how to first gain a learner‟s attention but how to hold it throughout a course or
lesson. The goal is to spend more time directing student‟s attention (Keller, 1983). If the
learner feels good or satisfied about learning results, he/she would be motivated to learn.
Teachers of auto-mechanics trade could achieve this by providing the auto-mechanics
students with realistic or authentic situations, which require the application of newly learned
skill. The introduction of the use of model is therefore intended to make teaching and
learning of some automobile systems easier and more fascinating to the students.
Demerits of Models
A bad model would be heavily symbolic and may present the wrong impressions.
Such may present an overly formalized view of reality; be much over-simplified; represent
an attempt to erect a more exact structure and be used for inappropriate predictions (Ezeh,
2006). According to Chorley and Haggett (1971), approximations may lead to unreality,
suggestiveness may lead to improper prediction, structuring may lead to spurious correlations
and analogy may lead to unjustifiable leaps into different domains.
According to Okunrotifa, (1987), Offorma, (2004), many model builders do not have
the skill for construction of good models. This may lead to representing the wrong
xlv
impressions of the reality of the features being represented and consequently inaccurate
interpretations (Ezeh, 2006).
However, any object that has the same weight with the real object being modeled can
not be regarded as a good model. Such model is a bad model.
Concept of Achievement, Interest and Gender
Achievement is a process that involves the adolescents developing a stable sense of
themselves, graduating from being dependent on parents to depending on themselves
(Akinade, 2001). It involves integrating several aspects of their personality or role to a
coherent whole-such as having sexual identity, vocational, directional or ideological world
view (Eccles and Wigfiel, 2000). New social and academic pressure forces adolescents
toward different roles, roles that often involve more responsibility.
Achievement becomes a more serious business in adolescence and adolescents begin
to sense that the game of life is now being played for real, and begin to perceive current
successes and failures as predictors of future outcomes on the real world (Santrock, 2005).
As demands on adolescents‟ social interest may cut into the time they need to pursue
academic matters, or ambitions in one area may undermine the attainment of goals in
another, as when academic achievement leads to social disappointment.
Academic achievement according to Lavin theory propounded in 1965, refers to some
methods of expressing a student‟s scholastic standing. This can be regarded as course or
subject grade, an average for a group of courses/subjects in a programme of study (in this
case, auto-mechanics technology is being referred to). There are two dimensions to academic
achievement: good academic achievement that leads to success and poor academic
xlvi
achievement that resulted to failure. Each of the achievement has been experienced by
students in one form or another. In this study, any student that score between 20 and 40 out
of the obtainable 40 marks will be considered to have good academic achievement while
those who score between 0-19 will be considered to have poor academic achievement.
A number of motivational processes (intrinsic and extrinsic) are involved in
achievement (Tella, 2007). Intrinsic motivation is based on internal factors such as self-
determination, curiosity, challenge, and effort. On the other hand, extrinsic motivation
involves external incentives such as rewards and punishments. The humanistic and cognitive
approaches stress the importance of intrinsic motivation in achievement. According to
Santrock (2005), some adolescents study hard because they are internally motivated to
achieve high standards in their work (intrinsic motivation) while other adolescents study hard
because they want to make good grades or avoid parental disapproval (extrinsic motivation).
However, teachers‟ attitude to teaching and learning in auto-mechanics go a long way
in academic achievement and interest of auto-mechanics student. For students to develop
positive attitudes towards automobile trade there is need to get them interested in such
automobile system. Students‟ interest is very paramount in the course of learning. According
to Oyeleke (1978), interest plays a major role in any undertaking as it influences devotion to
duties, fairness, firmness, honesty, endurance, and discipline.
Okwor (1981) as cited in Okafor (2000), described interest as the attraction which
forces or compels a child to a particular stimulus. According to Osuafor (2001), the affective
disposition of the student has direct consequence on his academic achievement. He further
stated that interest of a child has direct bearing to the quality of work and educational
attainment. Nworgu (1990) also sees interest as a particular class of attitudes which are
xlvii
always positive, satisfying, and pleasure giving. According to Alao (1998), interest is
indispensable for learning and that many held the view that there can be no real education
without interest.
According to Ezeike (1996), interest is the motive which serves as important
influence in producing both activities and attitudes that are favourable to learning. According
to Nworgu (1990), interest can be seen as the cause of certain actions. In his views, interest
act as a drive or motivation that propels people to act in certain ways. He also sees interest as
a type of attitude which share in same characteristics namely:- the cognitive (knowledge)
component, affective (feeling) component, and action (behaviour) component. Agwagah
(1993) advised that in studying learners‟ interest, care must be taken to identify those
undesirable interest areas. Learner‟s interest has to be guided so that educational objective
might be directed towards eliminating undesired activities. Nwachukwu (2001) stated that
the learners interest is very important in the study of any subject because the interet of a
learner is in many ways the reflections of his/her deeds.
Therefore, it is pertinent to say that the interest of a student in a particular trade or
career has a long way in the academic achievement of such student. Udoekoriko (2006)
citing Schiefele (1998), Krapp, Renninger and Hoffman (1998) indicated that there is a very
close relationship between a student‟s interest and his academic achievement. They further
explained that individual interest have personal significance and are usually associated with
high levels of knowledge and value, positive emotions and increased reference value. Okafor
(2002) submitted that it is up to a teacher to make a subject or course interesting. He further
stressed that the teacher can help in setting up certain conditions which will enable the
students to take or create interest in the subject or course.
xlviii
From the above, interest is seen to play a mediational role in academic achievement,
especially between instructional and academic outcomes. Possessing the knowledge alone
may not insure successes if the “will” is lacking. The “will” is the interest shown by the
students in the course of learning. However, interest of a student in any subject is borne out
of motivation and attitude exhibited by the teacher in the course of his teaching. Also,
students‟ morale and interest can be dampened if a teacher uses ineffective teaching
technique/strategy.
On the issue of gender and gender related differences, the controversies in the school
achievement and classroom behaviour according to Ezeh (2006) have continued to be
inconclusive. Ezeh further stated that attempts have been made by researchers to account for
and provide the theoretical bases of the so-called Gender-related differences in school
achievement. According to Nwagu (1991) citing Fennema and Sherma (1997), the spatial
and verbal abilities were respectively identified as being related to the developments in the
right and left hemispheres of the brain. The males are said to use the right hemisphere more
than the females for spatial reasoning. Hence they dominate in the sciences and science
based courses. The females on the other hand make more use of the left hemisphere of their
brains than the males. They, therefore, perform better than the males in verbal tasks (Ezeh,
2006).
Identified with gender differences in academic achievement in languages in favour of
the girls, Ezeh (2006) citing Anastasi (1976) however attributed the superiority of the
females over males in languages to the amount and nature of contacts which girls had with
mother, who are the principal models or sources of early language training for the children.
From the discussions above, it appears that there are basically two schools of thought with
xlix
respect to the existence of gender related differences in classroom behaviours. One group
believes that the differences arise from biological differences between the gender groups.
The other school of thought attributed the differences to the socialization processes in child
up-bringing.
Various researches on gender issues have shown that there are no genetically gender
related differences among males and females. Infact, it has not been proved scientifically
rather there is biological proof to show that females are inferior to males or vice versa.
According to Okeke (2001), the perceived gender differences in the classrooms are not
innate. Okeke associated the hypothesized differences to gender stereotypism in the
curriculum and instruction which is a reflection of such in the society in favour of the male.
Other researchers gave backing to the above arguments (Ezeh 2006). Bajah and
Bozimo (1989) reiterated the views on sex-stereotypism in the society were in favour of the
males. They observed that the issue of sex-role stereotyping in the society is perhaps the
source of all other gender related differences among boys and girls in all educational
undertakings. They further argued that from the earliest stages in life, female children are
brought-up to play certain roles among which science studies are hardly included. The
situation had painted a masculine image of science subjects, brought about lack of support
and encouragements to females in science studies and created fear and negative attitude in
females with regards to science education. This situation tends to create the wrong
impression that males perform better than females in science and technological courses.
According to Ezeliora (2004) as cited in Ezeh (2006), from birth, the baby-girl is
exposed to avoid the sciences. The societal set-up did not give her the opportunity to
experience the environment which is a pre-requisite to science. Rather, she was kept indoors
l
to do house work and help the mother in the kitchen, while her brother is left to move about
exploring the environment. The girls were also not exposed to schooling as early as the boys.
Differential participation of the sexes in science education has now become an issue
of interest. The recent resurgence of feminism has led to increasing interest in appraising the
status of girls in relation to science (Erinosho, 1994). A number of studies, especially on
Africa, have reported that girls are under-represented in the fields of science and technology
in secondary schools, technical colleges and tertiary institutions: Sierra Leone (Amara,
1985); Kenya, (Eshiwani, 1983); Bostwana (Ducan, 1985); Nigeria (Alele-Williams, 1987;
Osibodu, 1985); and other African countries (World Bank, 1988).
Traditionally, science and technology has assumed a certain stereotypical image. For
instant, scientific traits are believed to include remoteness, abstraction, impersonality,
detachment and objectivity (Birke, 1986; Manthorpe, 1982). More often than not, these traits
are readily associated with the male in the society while passivity, coyness, nurturance and
subjectivity (Birke, 1986) are held to be feminine attributes. With this association, science is
given a masculine image. Again, this image and other social and psychological barriers
alienate girls with potentials from the subject area. In order for females to fit into „feminine‟
stereotypes, they often make choices which exclude them from the physical sciences, thus
making science and technology (most especially automobile work) domain of men.
More females need to study automobile for a number of reasons. Firstly there is the
need for equality of opportunity in order for both sexes to be part of the mainstream of
development in automobile industry. Secondly, auto-mechanics work is important for any
nation technological achievement, and it is essential to harness the vast human resources of
both males and females in the promotion of socio-economic and technological development.
li
Consequently, less participation or involvement of females in automobile field may
constitute a drawback in the development process because their potentials for technical
education would be left unutilized. Thirdly, there is a need for more females in auto-
mechanics work in decision making positions as this would enable them to control the
direction of auto-mechanics research and promote policies which favour female species.
According to Manthorpe (1982), men make decisions about technologies that even affect
females because women are under-represented in decision-making on technological
development.
Gender awareness in recent times has militated against gender stereotypism.
Thus enhance females‟ liberation and equal educational opportunities as their males‟
counterparts. According to Hammrich (1997), in Ezeliora (2004), the United Nations
organization‟s activities, especially within the „United Nations decade for women‟ (1976-
1985) uncovered the low representation and marginalization of women in science and
educational undertakings in the society.
The awareness about the need to fully utilize the scientific and technological
potentials of males and females most especially in Third World countries informed the
various declarations and resolutions of a number of conferences held in this regards. The
Harare Conference of African Ministers of Education (1982) recommended that education
policies in African countries should regard, as a priority, the improvement of the command
of scientific and technological knowledge and that the foci of such effort should be girls and
women. Similarly, the second General Conference of the World Academy of Sciences (1987)
recommended that scientific programmes should be initiated and developed for women with
lii
the aim of promoting their involvement in science and technology, and of utilizing their
talents for the benefit of Third World development.
However, there are no definite or nationally coordinated programmes designed to
promote females‟ interest in technical education in Nigeria despite the fact that past reports
indicated that many females reject science and technical subjects as soon as pupils have
opportunity to select subjects in secondary school. This is probably because of the dearth of
baseline data needed for such initiative.
Consequently, there is a need for in-depth studies aimed at documenting the factors
underlying interest in auto-mechanics subjects among females in Nigeria. The outcomes of
such studies could open up new vista on how to encourage more females to study technical
education and ultimately play an important role in technological development.
Again, despite the recent events and developments, it is evident that there has been
continual inconsistence in the recent research findings on the academic performance or
achievement and interest of gender groups. It is also clear that there is no consensus on
which of the gender group achieves more or higher than the other. Hence, there is therefore a
need to investigate the effect of the use of models on academic achievement and interest of
gender groups in auto-mechanics work.
Concept of Levels of Ability
The levels of ability have always been a common phenomenon in human‟s life and it
varies from an individual to another. According to Chauhan (1987) and McMahon and
McMahon (1990), learning abilities vary among the individual students. Stones (1976) and
Chaunhan (1987) categorizes learning abilities into high ability, medium ability and low
liii
ability. Beckerman and Good (1981) categorized ability into two distinct levels, which are
high ability and low ability.
According to Ali (1985) and Ehindero (1984), researches have recognized ability
groups as a potent factor influencing learning. He further stressed that the learning behaviour
of students of various ability groups is affected by the method of teaching.
The above simply indicated that not only high ability students perform better after
instruction. It depends on how the teacher handles the class. There is dare need for the
teacher to adopt a teaching strategy that would be effective for the different ability levels of
students. If the teaching strategy applied to the high ability level is defected and that of low
ability is adequate, then, the students with low ability would perform better than the high
ability students.
Need to change teaching method
Teaching and learning processes should be student centered and one way to bring
about a change of emphasis in teaching from the teacher directed approach to a facilitated
approach is to change the method of instruction (Kearsley 2000). This shows that technical
education need total overhaul in terms of package and medium of instruction. Teachers
should utilize appropriate strategy to pass across knowledge and enhance interest.
According to Ogwo (1996) cited by Neekpoa (2007) that Nigeria is saddled with
educational problems of great magnitude, which the traditional methods of teaching and
learning alone cannot solve. Roegge, Wentlin, and Bragg (1996) stressed and reinterated that
the traditional approach of delivery knowledge and skill through lecture must be replaced
liv
with methodologies which allow students to learn needed skill in the context within which
the skill are used in the real world.
With the recent trend in the automobile industry, there is a great need for auto-
mechanics trade students in the technical colleges to be well trained for the required
knowledge and skills needed for the maintenance, repair and service of the latest automobile
vehicles. For this to be achieved there must be a change in the conventional/lecture method
adopted in teaching the students to a more fancinating strategy that could enhance good
performance. This study therefore adopted the use of models as an alternative strategy in the
teaching of auto-mechanics technology in the technical colleges.
lv
Theoretical Framework
The study theoretical framework is based on the following learning theories: the
Piaget theory, the Gestalt psychology and the Bandura theory. These theories review the
manner in which learners react to the stimuli from his external environment. The theories
further see learning as a matter of establishing or changing an association between the
learner‟s responses and the stimuli that is impeded on him.
The Piaget Theory
Piaget (1962) theoretical position concerning the phenomenon of imitation is not
necessarily incompatible with social learning principles. According to this theory; imitative
behaviour is related to the cognitive structure of the organism. He asserts that a child will be
able to imitate behaviour, which can be assimilated to the existing structure or schemes. Thus
imitation will occur to the extent that the behaviour display by a model falls within the range
of the observer‟s level of operative knowledge. Piaget stipulated that two conditions are
necessary for imitation. The conditions are:
(1) The model behaviour must be assimilated to the currently available schemes.
(2) The scheme must be capable of differentiation (accommodation) when confronted
with the experimental data.
The superiority of modeling over other techniques of improving on intelligence was
supported by Piaget‟s (1969) assertions that imitative learning is very crucial process in
mental development. Murray (1974) viewed that social learning theory suggests that
observation of a model generate behaviour change. Bandura (1969) and Piagets (1969)
lvi
position predicts change in term of cognitive level; a joining of the two positions should
precisely predict the magnitude, direction and quality of change in a model situation.
The social learning theory posited that the majority of human behaviour is learnt. The
theory believed that one of the methods of learning a prescribed behaviour is imitative
learning or model. Kanfer and Goldstein (1975) referred to model as a process of
observational learning in which the behaviour of an individual or group (model), act as
stimulus for the thought or attitude of another individual who is the observer, who observes
the model performances.
Thus, the behaviour exhibited by students in observing the performances of the model
is primarily controlled by external stimuli in the classroom behaviour. This is often shaped
by the different stimuli or events that occur in the classroom and those stimuli act as
reinforcement (Okafor, 1988). According to Obeka (1998), if real life operations and
situations are practicalized through group work simulation experience, the learners can
operate and comprehend the situations and concepts easily, if confronted with such similar
situations in future.
The Gestalt Psychology
The Gestalt psychology was originated by some German psychologist namely: Max
Wertheimer, Kurt-Koffka and Wolfgang-kohler who were interested in developing a new
approach to behaviour.
The main factor of Gestalt psychology is the development of insight. The individual
and his environment form a psychological field (McMahon and McMahon, 1991; and Bredo,
2002). According to the Gestalt psychology, the perception of the field and the gradual
lvii
restructuring of the field are known as „insight‟ (Ezeh, 2006). According to Kurt-Lewin as
stated in McMahon and McMahon (1991), insight is a process of structuring or restructuring
of a perceived area. Therefore, it is clear that the „concept insight‟ played a central role and
as well employed in Gestalt psychology.
From the foregoing according to Chauhan (1987,) some reviewed literature made
some descriptions of situations which resulted to insight or insightful learning. He further
stated that when an individual struggles with a problem the solution may come to him all of a
sudden. Sills (1986) in his own views stated that when an individual is confronted with a
problem, processes occur in the brain and in the consciousness that by dynamic interactions
with each other and with memory traces result-initially in seeing the problem. He further
stated that seeing the problem sets up traces in the psychological field that determines the
subsequent course of thinking.
The Gestalt psychologist (Kohler and others) developed a new theory of learning
which is known as „Theory of Insight‟ after carrying out various experiments with lower
animals. With this theory, Chauhan (1987) identified some characteristics of insightful
learning as follows: survey of a problematic situation; hesitation; pause, attitude of trial or a
mode of response; trial of other responses if the initial mode of response is not adequate.
The conclusions drawn on several experiments conducted on insightful learning are as
follows:
a. Small children are usually better able to perceive essential relations when they are
given concrete materials. They have limited capacity to manipulate, examine, and
draw conclusions about objects or events not directly present before them.
lviii
b. At high intellectual levels, the students are partially free from their dependence on
concrete materials actually before them. They can think in abstract terms.
c. The structure and organization of the subject matter plays an important role in
learning. According to Bruner as cited by McMahon and McMahon (1991) and Ezeh
(2006), the teacher should study the learners‟ reactions in order to determine the
method and order of presentation that will prove most helpful.
d. The teacher should encourage the students to search the materials to develop insight.
He must help the learner to perceive the goal and the intervening variables. (Chauhan
1987; McMahon and McMahon, 1991; and Bredo, 2000).
The above conclusion corroborates Chorley and Hagget (1971) in Ezeh (2006) stated
as thus:
Models are of greatest value in teaching. One recalls
the old saying, hear and forget; see and remember,
and do and understand. The educational advantages
that attends students finding out for themselves are
increasingly being recognized among science teachers.
The process of making, doing, observing, and measuring
of models develop the students‟ intuitive capacity and
insight. Relationships and principles are also often
easily perceived.
The application of models in teaching and learning auto-mechanic technology in the
technical college manifests the main factors in the Piaget theory and the Gestalt psychology.
That is students were able to perceive essential relations when they were given concrete
materials. They were able to think in abstract terms.
The Bandura theory
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The requirement for learning model is by observing such model. The observer
acquired the response of a model through what Bandura (1977) called cognitive coding of the
observed event. The performance of a learned response may depend on response
consequences or incentives associated with that response. Bandura (1977) highlighted some
processes of the use of models.
(i) Attention process:- This is dependent upon the use of models stimuli and the
characteristics of the observer to regulate the sensory registration of the actions
modelled.
(ii) Retention processes:- This process govern how well the use of models actions are
converted and stored cognitively by the client for use as future guides for
behaviour.
Akinboye in Akinade and Adedipe (1994) asserted that learning occurs in the use of
models in the two phases, acquisition and performance. Acquisition is the first stage in which
action of the model is initially acquired by the observer. It is not necessary that the observer
will be reinforced during the acquisition phase. Rather it is assumed that during learning, the
observer acquires images and representations of the model behaviour, which is then stored in
the memory. Bandura as cited by Akinade and Adedipe (1994) reported that acquisition
phase is dependent on three conditions:
(a) Model‟s characteristics: It was reported that the more similarity between the
model and the observer the more imitation occurs.
(b) Observers characteristics: The following were identified as crucial degree of
anxiety, uncertainty, personality attributes, cognitive abilities as well as his/her
perceptual capacities.
lx
(c) Models presentation characteristics: The newness or uniqueness, whether
desirable or not, whether hostile or aggressive or likeable are factors in the
models‟ presentation.
Other factor is the frequency of the presentation, which psychologist has said that the
more frequent, the better are the chances. The performance phase is when the observers now
re-enact the observed behaviour in a similar way like that of the model. In case of auto-
mechanics work, the students have to perform the operation as done by the teacher/instructor
in a similar way.
However, the use of model may be one of the most effective strategies for teaching
and learning in auto-mechanics work. This will involve the automobile teacher to first
demonstrate the activities and then rewarding the students for their good responses. This is
one of the ways of trying to bring learning closer to the students and eventually learning may
take place successfully. This behaviour would attract the students to the activity and as well
arouse their interest.
Review of Related Emperical Studies
Studies on Models
The importance of modeling is self-evident for students who are able to acquire
complex responses simply by observation. The use of models has become the subject of
growing research for over three decades. Again, no work has been done in this area as
concerned automobile trade, and this prompt the choice of this research work. Many
researchers in other fields like medicine, physics, geography, aeronautics, military, social
studies, counselling psychology, chemistry, and agricultural science and so on, have also
lxi
used model in teaching and learning situation and have found a greatest value in it. The type
of model to be used or adopted varies from one discipline or profession to the other.
The effectiveness of the use of models in clinical work was shown by LeBlanc and
Matson (1995) who evaluated 32 pre-school children in an unstructured play session watched
for level of appropriate or inappropriate social behaviour and assigned to a treatment or
control condition. The treatment group conditions involved positive reinforcement, models,
rehearsal, feedback, and time out. Results show that positive reinforcement and the use of
models prove superior in the treatment for the reduction of appropriate behaviour.
Rice (1982) developed a model in service programme for preparing secondary school
administrators to be effective instructional supervisors. The purpose of the study was to
ascertain the necessary experiences, skills and proficiencies that an instructional supervisor
should have. The result of the findings indicated that the in-service experience which the
administrator should have must include the opportunity to examine his commitment to the
interest of those with whom he works; it must also include the opportunities for evaluation
of, and improvement upon, his personal and inter-personal skills in human relations. It must
also include the provision of in-service opportunities.
According to Ezeh (2006), the instructional supervisor should also be able to assist
the teacher; analyze and improve his skills in the teaching and evaluation processes. Ezeh
further stressed that the instructional supervisor should realize the importance of in-service
experience and in the course of that, must provide the necessary opportunities for the
administrators and teachers to use the available supervisory models.
Umeakuka (1997) developed a „recreation model‟ for the industrial workers in the
Anambra State of Nigeria. He made use of six (6) research questions and hypotheses for the
lxii
research. Fifty-six (56) item questionnaires was the instrument used for the study with a
sample of two thousand and six (2,006) workers drawn from the three categories of workers
in industries. These are: the management, senior and junior staff. Percentages, ANOVA and
t-test statistics were used to analyze the data. The research finding shows that the proposed
recreation model for workers in Anambra State should have five component parts: The five
components are philosophies, objectives, funding, management, arrangement and recreation
activities. The result further indicated that there should be eleven alternative philosophies to
direct industrial recreation practice in Anambra State, there should be fifteen objectives to
guide industrial recreation practice in Anambra State. The study also identified nine visible
sources of fund and this should be explored to raise money to administer recreation
programme in the State.
This study is also intended to adopt model for teaching and learning in auto-
mechanics work. This is due to the fact that many students see auto-mechanics work to be a
complex trade because of the nature of its operating systems. Therefore, the researcher
intends to find out if the use of models will as well make difference in term of learning
behaviour or attitude of the students in auto-mechanics work.
Studies on Gender and Academic Achievement
A lot of researches have been carried out in the area of academic achievement of
students. The variables which have been predominant in most of the studies include the
following: the influence of gender, method of teaching, school location etc. Findings from
many research works confirm a significant difference in academic achievements of students
lxiii
along the lines of sex. However research reports differ on the influence of gender on
academic achievement (Ezeh, 2006).
Okoye (1995) attributed differences on academic achievement to teaching method
while Agbaegbu (1999) research reports indicated that there is no significant difference in
academic achievement of male and female students. Other studies reported that gender on
achievement was significant in favour of male students. Bajah (1979), Abadom (1986),
Obioma and Oluche (1988) reported that male students are superior to female students in
achievement in Science. Balogun (1985) and Njoku (1996) indicated that academic
achievements are influenced by school location.
Okoye (1995) in her research investigated the effects of teaching methods (simulation
and lecture) on academic achievement of students in geography. The study was a quasi-
experimental design. The data collected were analyzed using one-way analysis of variance
and two analysis of covariance. The hypotheses were tested at 0.05 significant level. The
results shows that the students taught using simulation method had significantly higher
academic achievement in memory questions, problem solving and retention tests than those
taught using the lecture method.
Agbaegbu (1999) carried out a research to determine the effect of peer and self-
assessment techniques on students‟ academic achievement in geography. He used a quasi-
experimental design and a sample of 222 senior secondary two students. The data was
analyzed using 3 x 2 analysis of covariance as well as Post-hoc test using Turkey‟s method.
The result of the study shows that the influence of gender on academic achievement in
geography was not significant.
lxiv
According to Balogun (1985) in his study on the academic achievement of urban
based students and rural based students in science. The findings of the research show that
urban based students achieved significantly better in science than rural based students. Njoku
(1996) investigated the effects of school location on the acquisition of skills in chemistry
practical activities. The finding shows that school location had no significant influence on the
achievement of students on chemistry practical activities.
Douglas (1971) in his work on longitudinal study of 5000 primary school pupils in
Britain noted at the age between eight and eleven years, girls scored higher than boys in all
test except in vocabulary. Corroborating Douglas, Barker (1972) in his research work on
2000 third and fourth year school children indicated that girls at the primary school level
made faster progress and attains higher level of achievement than boys.
However, there were contradictory research finding on this. Inomiesa (1987)
investigated the influence of gender on achievement of primary six pupils in primary science.
Using 1,800 male and female pupils each, the result shows that sex has no significant
influence on achievement of pupils at primary level. This was supported by Ochonogor
(1993) and Eze (1999) in their studies and concluded that boys and girls when taught
together under the same condition shows comparatively equal performance level.
Uwameiye (1998), researches on gender influence on students‟ achievement in
Introductory Technology in Edo and Delta State. 200 (two hundred) JSS III students were
used for the study (one hundred male and one hundred female). The mean score of male
students was 39.47 and that of female was 35.83. The result indicated that the gender
influence of student in introductory technology was in favour of male students.
lxv
The result of the above studies gives a room for research work in other discipline.
Extending research investigations to the area of auto-mechanics work in the technical college
and adopt an innovating strategy of teaching, such as the use of models.
Gender influence in Achievement and Interest
The influence of gender in academic achievement and interest had since been seen as
a fluctuating phenomenon. While some students showed some difference due to gender other
students showed no difference.
Result of Oyeleke (1988) in his research findings shows male students responded
more favourably than their female counterparts in terms of interest in geography. This result
was supported by Agbaegbu (1999) who his research work indicated that assessment
techniques had a significance gender influence on interest in geography. He indicated that
male students expressed higher level of interest than female.
Nwachukwu (1982) in his research result on the effects of materials and non-materials
reinforce on the level of academic achievement and interest in adolescents found out that
boys performed better than girls when treated with materials reinforce while girls performed
better than the boys on non-material reinforcement. However, Nworgu (1990) carried out a
research work on the effect of resource materials types, relative to students‟ cognitive
achievement and interest in integrated science. The result of the study indicated there was a
significant gender difference on students‟ achievement in favour of the female while there
was no significant influence on interest.
Sutherland (1981) also advanced some reasons for sex difference in achievement and
interest. According to her, difference in spatial abilities has been found to be responsible for
lxvi
sex difference in achievement and interest. To her spatial abilities account for the
development of the right hemisphere of the brain. While males used right, females used left
hemisphere of the brain respectively and this may account for differential reason ability.
The gender role difference in auto-mechanics trade would be investigated/determined
in this research work using models and conventional method. This is expected to broaden the
scope of understanding of technical vocational education planners to determine whether or
not there is gender difference in academic achievement and interest of the auto-mechanics
work students.
Studies on Interest
The interest in a particular thing is a feeling manifested in an activity. Interest is a
tendency to become absorbed in an experience and to continue it. It is a zeal or willingness of
participating in activity from which one derives some pleasure (Musa, 2006).
Studies on interest have a growing concern to identify various approaches that may be
used to arouse and sustain students‟ interest in various careers for a greater achievement.
Many studies according Ezeh (2006) citing Rusell, (1970), Burke, (1983), and Chauhan,
(1987) show that interest plays a major role in any undertaking, as it influences devotion to
study, fairness, hard work, endurance, discipline, etc. This fact according to Ezeh, agrees
with Obioma and Ohuche (1984). Their research findings indicated that interest factors
correlate positively and significantly with competence factors. Obioma and Ohuche reported
that students performed significantly in those areas they had interest in, and performed
poorly in the areas they lack interest.
lxvii
Ifeakor (2004) investigated on the influence of production and utilization of
instructional materials on secondary school students‟ attitude in chemistry. Seven hundred
SSII students were randomly selected for use as a subject of the study in Anambra State. A 4-
point scale questionnaire to assess the attitude of students on the production and use of
instructional materials was used on the students. Having analyzed the data using frequency
count and percentage, the result revealed that students showed positive attitude towards the
production and utilization of instructional materials by teachers for instructional purposes.
The positive attitude of students indicated that they showed greater interest in the production
and utilization of instructional materials.
Koran (2001) carried out investigation on the effect of giving motivation to both
teachers and students alike on the effectiveness on students‟ achievement. The sample of the
study was 100 students of two schools (each comprised randomly selected students) in Giwa
Education Zone of Kaduna State. Experimental group one were students being motivated
why experimental group two were teachers being motivated. A pre-test and post-test
achievement test was used and data were collected and analyzed using t-test. The result
indicated that the mathematics ability in pre-test has no significant difference between
experimental group one and experimental group two. But a significant difference in
achievement was recorded in post-test in favour of experimental group one. This implies that
students perform higher when their interest is stimulated and sustained.
Ogbonna (2003) as cited in Musa (2006) focused on effect of constructivist
instructional approach on senior secondary school students‟ achievement and interest in
mathematics. The study sought to determine the effect of constructivist instructional
approach on the students‟ interest and the differential effect of the approach on the
lxviii
achievement of male and female students among others in mathematics. The sample for the
study was two sampled intact classes from sampled schools in Umuahia Education Zone of
Abia State. Two instruments, Mathematics Achievement Test and Quadratic Equation
Interest Scale were used. The analysis of data was carried out using mean and ANCOVA.
The result of the study indicated that sex was a significant factor in determining the interest
of male and female students in mathematics. The mean interest score for males was higher.
Ezeh (2006) in his study on which group (by ability level) performs better in the
achievement test in map-work when taught using models. The result shows that high ability
level students performed significantly better and showed greater interest in map-work than
those in the low ability group when taught using same method.
Research attempts have been made at evaluating the effectiveness of specific methods
of teaching on the interest of students (Ezeh, 2006). Anikweze (1988) investigated the
effectiveness of the use of conceptual models, games and simulations. His research findings
indicated that the use of models games and simulations sustained pupils interest especially
the below average groups more than the traditional lecture method. The findings further
revealed that the use of models sustained the interest of higher ability groups compared to
their low ability counterparts.
It is relevant to say that interest is a stronger factor in the teaching and learning of
various disciplines in which automobile trade in the technical colleges in Nigeria is of no
exception. The extent of behaviour towards automobile trade are largely determine by the
kind of interest develop by the students.
Researchers have made recommendations on the way to improve the interest of
students in their various areas of specialization. Such recommendations include students‟
lxix
motivation; making teaching more meaningful by improving on the teaching method
adopted; making teaching more concrete and concise. If the recommendations are fully
adopted, students‟ interest of the students would be attracted.
The above creates the need for adoption of innovative techniques or method of
teaching in automobile trade. Such as the use of models which may facilitate, develop,
sustain and retain the students‟ interest in automobile trade. Therefore, the degree at which
the adoption of the use of models can affect interest in auto-mechanics work creates the need
for this research work.
Studies on Levels of Ability
Some research studies have been carried out to investigate the effectiveness of methods
of teaching on specific variables with respect to the students‟ ability levels. For instance,
Obioma and Adibe (1987) found that small group instructional strategy was effective for
slow learners in mathematics. According to Kephart (1971), a slow learner is one who has
reached his potential and yet achieves quite poorly in school subjects. He stated that a slow-
learner‟s pattern of poor achievement is basic and consistent over time and across school
subjects. A slow-learner, therefore, is associated with consistent poor achi49evement across
school subjects. According to Ezeh (2006) it can therefore be argued that a slow-learner
belongs to the students of low ability level. He further stressed that the implication is that
teachers of low-ability level or slow-learners require certain competencies to cope with the
attendant problems associated with slow learning. Alli (1985) research revealed that Nigerian
secondary school mathematics teachers lack necessary skills in diagnosing and teaching slow
learners.
lxx
According to Nwosu (1990) research on “The acquisition of science process skills
among senior secondary year one Biology students in Anambra State”, he used three
classifications of ability groups, namely: high, medium and low ability levels. The result of
the studies indicated that the high ability level students performed significantly better than
the medium, while the medium scored significantly higher than the low ability level students
on the acquisition of science process skills.
Literature evidence revealed that there is dearth of studies that investigate the effects
of teaching strategies on performance of students of various ability levels (Alli 1985). Thus,
this creates a need for such a research, most especially in the area of auto-mechanics work.
lxxi
Summary of Review of Related Literature
The literature review contained the theoretical and conceptual frame work which
reviewed the necessary theories and other concepts related to the study such as: technical
college in Nigeria, auto-mechanics technology, conventional instructional method, concept
of achievement and interest and gender, the concept of the use of models and the need to
change teaching strategy.
The review has shown that there have been a lot of developments in the automobile
industry. This indicated that students of auto-mechanics work in the technical college must
be well grounded both in theory and practical. The call for alternate method of teaching
which can be effectively used to deliver the cognitive information relating to automobile
trade in this study is pertinent.
The traditional instructional method of teaching and learning was discussed and has
been criticized because of its inadequacies. The traditional (lecture) method of teaching can
not be effectively used to deliver the cognitive information relating to auto-mechanics work.
Poor teaching method may be therefore, blamed for the poor performance of students in
automobile work. This prompted the call for alternative methods of teaching.
The concept of interest was reviewed and it was revealed that interest is indispensable
for learning. From the review of literature, it was also found that there can be no real
education without interest.
In the review of empirical studies, some result findings on the use of models;
academic achievement of automobile trade at the technical college; studies on gender and
academic achievement; gender influence in achievement and interest; studies on interest
were outlined and discussed.
lxxii
From the studies on the level of ability, research has shown that learning behaviour of
students of various ability groups is affected by the method of teaching. However, the effect
of the use of models on the learning outcomes of students of different levels of ability in
auto-mechanics work is yet to be ascertained.
From the literature review, it has been observed that model has not been used for
teaching and learning in the classroom in the area of auto-mechanics in the technical college.
It is then the aim of this study to explore the effect of incorporating the use of models on
students‟ interest and academic achievement in auto-mechanics work.
lxxiii
CHAPTER III
METHODOLOGY
This chapter deals with the procedure adopted in carrying out the research. These
include: research design; area of the study; the population for the study; sample and sampling
technique; the instrument for data collection; validation of the instruments; reliability of
instruments; the experimental procedure; method of data collection and method of data
analysis.
Research Design
The research design adopted was the quasi-experimental non-randomized control
group design. Quasi-experimental design can be used when it is not possible for the
researcher to randomly sample the subject and assign them to treatment groups without
disrupting the academic programmes of the schools involved in the study (Borg 2007). The
type of quasi experimental design used was the non-equivalent control group which involves
two groups. The design took the following form:
E 01 X 02
------------------------------
C 03 ― 04
Where E = Experimental Group
and C = Control Group.
01 and 03 = Pre-test that will be administered to E and C respectively.
02 and 04 = Post-test that will be administered to E and C respectively.
X = Treatment.
― = No Treatment
lxxiv
The broken lines in the diagram separating the two groups indicated that no randomization
was employed in order to assure the equivalence of the two groups.
The reason for adopting the quasi-experimental design was that intact classes were
used by the researcher; quasi-experimental design did not involve randomization of
participating units as applied in the true experimental designs. If random selection in true
experimental design was used, the school principal or head teacher may not allow the
splitting of classes, since it will likely disrupt normal school programmes. The quasi-
experimental design thus suits the use of intact classes which easily fit into the normal school
programmes as it smooth the conduct of the experiment.
Area of the Study
The area of study was Lagos State. The state was the formerly the capital of the
Federal Republic of Nigeria. It assumed the status of a state with the 1967 creation of twelve
states in Nigeria. Lagos State is the most urbanized, industrialized and highly populated state
in Nigeria with modern cities and one of the busiest states in terms of commercial activities.
It serves as a trade link among many West African states and the world. The state comprises
of five divisions, namely: Epe, Ikorodu, Lagos, Ikeja and Badagry.
Lagos State has five Science and Technical colleges (each division has one science
and technical college) comprising four states owned Science and Technical colleges and one
Federal Science and Technical college. This study was carried out in all the technical
colleges in the state. The reason was that all the five Technical Colleges offer auto-
mechanics. Likewise, the state has a wide spread of automobile industries which need the
services of well-trained auto-craftsmen and technicians.
lxxv
lxxvi
Population for the Study
The population for the study comprised all the 203 Year One auto-mechanics students
in all the five technical colleges in Lagos State. The Technical Colleges are: Government
Science and Technical College, Epe; Government Science and Technical College, Ado-soba;
Government Science and Technical College, Ikotun; Government Science and Technical
College, Ikorodu; and Federal Science and Technical College, Lagos. The reason for
choosing Year One class was that the students are new, just being introduced to auto-
mechanics in the technical college.
Out of the 203 auto-mechanics students, 172 were males while 31 were females.
Considering the ability level of the population, the high ability students were 96 while the
low ability students were 107. For this study, the results of the students in Junior Secondary
School (JSS 3) examination was used to determine the high ability and low ability students.
Students with 50 percent score and above were grouped as high ability while students below
50 percent score were grouped as low ability.
Sample and Sampling Technique
The sample consisted of 153 auto-mechanics students. Purposive sampling technique
was used to select four out the five technical colleges. The technical colleges selected were:
Government Science and Technical College, Epe; Government Science and Technical
College, Ado-soba; Government Science and Technical College, Ikotun and Government
Science and Technical College, Ikorodu.
Government Science and Technical College, Epe has 28 auto-mechanics students (20
males and 8 females); Government Science and Technical College, Adesoba has 35 auto-
lxxvii
mechanics students (28 males and 7 females); Government Science and Technical College,
Ikotun has 42 auto-mechanics students (36 males and 6 females) and Government Science
and Technical College, Ikorodu has 48 auto-mechanics students (43 males and 5 females).
A simple random sampling technique was adopted to select the Technical Colleges
that were in the experimental and the control group respectively. The Year One intact classes
were used for the research exercise. The students in each of the intact class constituted the
sample used for the study. Therefore, the intact class selected in each of the Technical
Colleges chosen for the study served as either experimental or the control group. The intact
classes were randomly assigned to the treatment conditions. The sampling plan of the study
is stated in Appendix A.
Instruments for Data Collection
The following instruments were developed for the data collection in this study: Auto-
Mechanics Achievement Test (AMAT) and Auto-Mechanics Interest Inventory (AMII). The
Auto-Mechanics Achievement Test (AMAT) is a-40 multiple choice item. Each has four
options. The instrument covers the content areas of the topic selected for the study. Measures
were taken to ensure that the necessary psychometric properties were well established. The
psychometric properties of AMAT items were determined by individual item analysis.
According to Okoro (2006), an item is judged suitable if it meets the following
conditions:
(i) has a difficulty index of between +20 to 80
(ii) has a discrimination index of +0.2 and above
(iii) has all its distractor negative indices.
lxxviii
Therefore:
Difficulty Index = Number of students that got the Item Right X 100
Total Number of Students
Discrimination Index = Ru – Rl
½ x T
Where:
Ru = Number of students in the upper group who choose that particular distractor
Rl = Number of students in the lower group who choose the distractor
T = Number of students in both groups
Distractor Index = Ru – Rl
½ x T
Where:
Ru = Number of students in the upper group who got the item right
Rl = Number of students in the lower group who got the item right
T = Number of students in both groups
The distractor index is usually a negative distractor decimal rather than a positive
decimal. This is because more dull students ought to choose wrong alternative answers. Any
distractor with a negative index is regarded as a good distractor while a distractor with a
positive index is regarded as a poor distractor. If a distractor has a negative index, this means
that it attracted more of the less knowledgeable students. If a distractor has a positive index,
this means that it attracted more of the more knowledgeable students. A distractor with a zero
index is a useless distractor since it either did not attract any student or attracted equal
numbers of students from both groups (Okoro, 2006). An item in the AMAT was judged
suitable based on the above conditions.
The interest inventory which was used to test the students‟ interest in auto-mechanics
was developed by the researcher and validated by the technical education experts in the
lxxix
Department of Vocational and Technical Education, University of Nigeria, Nsukka. The
items were based on five point Likert scale of strongly Agree (SA), Agree (A), Undecided
(UD), Disagree (D) and strongly Disagree (SD). The auto-mechanics lesson notes that were
used for the study was developed by the researcher. The lesson note incorporates the use of
models constructed by the researcher.
Validation of the Instruments
The psychometric indices of the AMAT were determined by individual item analysis.
This was done by computing the difficulty index, discriminating index and distractive index
of the test items (see appendix I). The validation of the instruments took the form of face and
content validation. Three experts carried out the validation of the instruments. That is, two
experts in the Department of Vocational Teacher Education and one expert in measurement
and evaluation, University of Nigeria, Nsukka.
In the course of face validation, the experts subjected the items to criticism and
vetting with respect to relevance, suitability, repetition, set objectives, use of language and
ambiguity as demanded by the researcher. The items were therefore reorganized at the end of
the face validation. The Auto-Mechanics Lesson Note (AMLN) and Auto-Mechanics Interest
inventory (AMII) were subjected to face validation by three experts drawn from Department
of Vocational Teacher Education, University of Nigeria, Nsukka.
To ensure the content validity, a table of specification on the instrument which
ensured an appropriate distribution of the test items, with respect to the relevant content area
chosen as well as the cognitive objective levels desired was applied based on the Bloom‟s
Taxonomy of education objectives. A table of specification (see below) was built for the test.
Based on the table of specification, items for the AMAT were developed.
lxxx
The content area used for the study was analyzed into low order and high order
cognitive objectives using the table of specifications. The objectives of teaching each of the
chosen topics in auto-mechanics as indicated in the technical college curriculum, are more of
high-level than low-level cognitive objectives. According to Huitt (2004) citing Bloom‟s
taxonomy of educational objective states that higher order questions require students to think
critically and in-depth. He further cited Bloom that if teachers do not ask higher level
question, it is unlikely that most students will transfer school work to real life. They may not
even be able to apply it to school situations other than the one in which it was learned.
Therefore, weight that reflects the predominance of high-order objectives compared with
low-order objectives were assigned by the researcher.
Table 1: The Table of Specifications Used for the Auto-Mechanics Achievement
Test (AMAT)
CONTENTS
% OBJECTIVE LEVEL TOTAL
ITEMS Low Order High Order
The four stroke operation 30 5 7 12
Cylinder head and block assembly 10 2 2 4
Piston and connecting rod assembly 30 5 7
12
Crankshaft 25 4 6 10
Flywheel 5 1 1 2
TOTAL 100 16 24 40
Based on this, the test items were reorganized in line with the distribution of the items
in terms of content area, objective level, and proportions in the table of specification. The
experts‟ criticism and observation (i.e. corrections, modifications and restructuring of the
items) were incorporated into the test items.
A trial test was conducted on the AMAT for the purpose of determining the
psychometric indices of the test. In the trial test, the AMAT was administered to 30 Year
One auto-mechanics students in Government Technical College, Owo, Ondo State. A trial
lxxxi
test was also conducted on the AMII instrument. The purpose of the trial test was to try out
the instrument and receive feedback on the reactions and effects based on the application.
Reliability of the Instruments
A trial test of the AMAT was carried out using test-retest reliability technique. The
instrument was administered on Year One auto-mechanics students of Government Technical
College, Owo in Ondo State. The reliability coefficient of AMAT was found to be 0.61 using
Pearson Product Moment Correlation Coefficient which shows that the instrument is reliable.
A trial test of the Auto-Mechanics Interest Inventory (AMII) was carried out using
Cronbach Alpha. The instrument was administered on Year One auto-mechanics students of
Government Technical College, Owo in Ondo State. The Cronbach Alpha Reliability
Coefficient gives an estimate of the degree of internal consistency of the test instrument. The
reliability coefficient obtained was 0.81, which indicates that the instrument was very
reliable.
Experimental Conditions
Experimental Bias
In order to avoid experimental bias, regular class teachers in the participating technical
colleges were used to teach their students. However, the researcher was not involved directly
in the administration of the instrument.
Teacher Variability
The classroom teachers involved in administering the instruments were properly
trained by the researcher for both the experimental and control groups in order to ensure the
lxxxii
homogeneity of instruction across the groups. Detailed explanation was given to the teachers
by the researcher prior to the treatment.
The lesson notes used and the models were personally prepared by the researcher
and each teacher expected to participate in administering the instrument was made to teach
an equivalent group using the lesson notes prior to the experiment. This was supervised by
the researcher. All these were aimed at arriving at a standardized mode of presentation
among the teachers that were involved in administering the instruments and thus eliminate
the teacher variability factor extraneous to the study. The students in the experimental and
control groups were not informed that they were being involved in any research process.
Experimental Factor
Each school did not have both experimental and control group. This was to avoid
disruption of the school activities and interference.
Experimental Procedure
The experimental groups (taught with the use models) and the control groups (taught
without models) were randomly assigned to treatment conditions. Use of ballot was adopted
to randomly select the experimental and the control group.
Before the treatment, the pre-test which was the achievement test on petrol engine
topics was administered to the two groups. Again, interest inventory on auto-mechamics
work was administered as well to both the experimental and the control group before the
treatment.
The experimental groups were taught using the models while the control groups were
taught without model. The pre-test was administered in the first week to all groups. The
lxxxiii
experiment followed for five weeks. After the treatment, the seventh week was used for
revision after which a post-test was administered to the two groups. The same questions used
for the pre-test were as well used for the post-test for the two groups, but the questions were
re-arranged. The reason for the re-arrangement of the questions was that the students would
not be able to discover that the same questions were used for the pre-test.
Method of Data Collection
The scores generated from the pre-test and post-test administered to the auto-
mechanics students of the Technical Colleges using Auto-Mechanics Achievement Test
(AMAT) and Auto-Mechanics Interest Inventory (AMII) were used as the data collected for
the research work.
Method of Data Analysis
Mean and standard deviation were used to answer the research questions while the
analysis of covariance (ANCOVA) was used for testing the hypotheses at a significance level
of 0.05. Since the research involved pre and post tests of intact classes, the statistical
technique adopted for analyzing the hypotheses (ANCOVA) enable the researcher to adjust
initial group differences (Non-equivalence). Using ANCOVA helped to compare the mean of
the two groups.
Decision Rule:
(1). Any Group with higher mean value irrespective of the closeness in the mean value of
the other group would be taken to have performed better in achievement test or
showing much interest in petrol engine.
lxxxiv
(2). If the significance of F is less than 0.05, the null hypothesis should be rejected.
(3). If the significance of F is greater than 0.05, the null hypothesis should be accepted.
lxxxv
CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA
The data collected were analyzed in this chapter and were presented according to the
research questions and the null hypotheses.
Research Question 1
Which of the groups (experimental or control) perform better in an achievement test
in petrol engine as indicated in their mean achievement scores?
Table 2
Mean and Standard Deviation of Pre-Test and Post-Test Scores of Experimental and Control
Groups in the Achievement Test
Group N Pre-test Post-test
Mean Gain X SD X SD
Experimental 76 4.28 0.90 35.44 1.61 31.16
Control 77 4.22 0.99 19.84 3.59 15.62
The data presented in Table 2 shows that the experimental group had a mean score of
4.28 and standard deviation of 0.90 in the pre-test and a mean score of 35.44 and standard
deviation of 1.61 in the post-test making a pre-test post-test gain in the experimental group to
be 31.16. The control group had a mean score of 4.22 and a standard deviation of 0.99 in the
pre-test and a post-test mean of 19.84 and a standard deviation of 3.59 with a pre-test post-
test gain of 15.62. With this result, the students in the experimental group performed better in
the achievement test than the students in the control group.
lxxxvi
lxxxvii
Research Question 2
Which of the gender group (male or female) of auto-mechanics students performs
better in the achievement test in petrol engine when exposed to experimental condition?
Table 3
Mean and Standard Deviation of the Pre-Test and Post-Test Achievement Scores of Gender
Group exposed to Experimental Condition
Gender Group N Pre-test Post-test
Mean Gain X SD X SD
Male 61 4.34 0.89 35.50 1.66 31.16
Female 15 4.06 0.96 35.20 1.61 31.14
Table 3 shows that male group had a mean score of 4.34 and standard deviation of
0.89 in the pre-test and a mean score of 35.50 and standard deviation of 1.66 in the post-test
making a pre-test post-test gain in male group to be 31.16. On the other hand, the female
group had a mean score of 4.06 and standard deviation of 0.96 in the pre-test and a mean
score of 35.20 and standard deviation of 1.61 in the post-test making a pre-test post-test gain
of 31.14. The results show that there is a difference between the mean achievement scores of
male and female students when exposed to experimental condition in favour of the male
students.
lxxxviii
Research Question 3
Which ability group (high or low) performs better in the achievement test in petrol
engine when exposed to experimental condition?
Table 4
Mean and Standard Deviation of the Pre-Test and Post-Test Achievement Scores of Ability
Levels Group exposed to Experimental Condition
Ability Levels N Pre-test Post-test
Mean Gain X SD X SD
High 33 4.42 0.90 35.84 1.82 31.42
Low
43
4.18
0.90
35.13
1.45
30.90
Table 4 shows that the mean score of high ability students is 4.42 and a standard
deviation of 0.90 in the pre-test and a mean score of 35.84 and a standard deviation of 1.82 in
the post-test thereby making a pre-test post-test gain in the high ability group to be 31.42
while the low ability group had a mean score of 4.18 and a standard deviation of 0.90 in the
pre-test and a mean score of 35.13 and a standard deviation of 1.45 making a pre-test post-
test gain in the low ability to be 30.90. The results indicate that high ability students
performed better than the low ability students in petrol engine when exposed to experimental
condition.
lxxxix
Research Question 4
Which of the group of students (experimental or control) indicates much interest in
petrol engine as shown by their mean interest scores?
Table 5
Mean and Standard Deviation of the Pre-Test and Post Test Interest Scores of the
Experimental and Control Groups
Group N Pre-test Post-test
Mean Gain X SD X SD
Experimental 76 124.40 1.19 145.26 1.68 20.86
Control
77
124.03
1.09
139.15
4.46
15.12
The data presented in Table 5 shows that the experimental group had a mean interest
score of 124.40 and standard deviation of 1.19 in the pre-test and a mean interest score of
145.26 and standard deviation of 1.68 in the post-test making a pre-test post-test gain in the
experimental group to be 20.86. The control group had a mean interest score of 124.03 and a
standard deviation of 1.09 in the pre-test and a post-test mean interest score of 139.15 and a
standard deviation of 4.46 with a pre-test post-test gain of 15.12. With this result, the
students in the experimental group showed more interest in petrol engine than their
counterpart in the control group.
xc
Research Question 5
Which of the gender group (male or female) indicates much interest in petrol engine
when exposed to experimental condition as indicated by their mean interest scores?
Table 6
Mean and Standard Deviation of the Pre-Test and Post-Test Interest Scores of Gender
Group exposed to Experimental Condition
Gender Group N Pre-test Post-test
Mean Gain X SD X SD
Male 61 124.49 1.23 145.50 1.56 21.01
Female
15
124.06
0.96
144.26
1.75
20.20
The data presented in Table 6 revealed that the male group had a mean interest score
of 124.49 and standard deviation of 1.23 in the pre-test and a mean interest score of 145.50
and standard deviation of 1.56 in the post-test making a pre-test post-test gain in male group
to be 21.01 while the female group had a mean interest score of 124.06 and standard
deviation of 0.96 in the pre-test and a mean interest score of 144.26 and standard deviation of
1.75 in the post-test making a pre-test post-test gain of 20.20. This result showed that the
male auto-mechanics work students were more interested in petrol engine than their female
counterpart.
xci
Research Questions 6
Which of the group according to their level of ability indicates much interest in petrol
engine when exposed to experimental condition?
Table 7
Mean and Standard Deviation of the Pre-Test and Post-Test Interest Scores of Ability Levels
Group exposed to Experimental Condition
Ability Levels N Pre-test Post-test
Mean Gain X SD X SD
High 33 124.39 0.96 145.66 1.68 21.27
Low
43
124.41
1.34
144.95
1.63
20.54
The data on Table 7 indicated that the mean interest score of high ability students is
124.39 and a standard deviation of 0.96 in the pre-test and a mean interest score of 145.66
and a standard deviation of 1.68 in the post-test thereby making a pre-test post-test gain in
the high ability group to be 21.27 while the low ability group had a mean interest score of
124.41 and a standard deviation of 1.34 in the pre-test and a mean interest score of 144.95
and a standard deviation of 1.63 making a pre-test post-test gain in the low ability to be
20.54. The results indicated that high ability students performed better than the low ability
students in petrol engine when exposed to experimental condition.
xcii
Hypothesis 1
There will be no significant difference in the mean achievement scores of auto-
mechanics students taught petrol engine using models and those taught without models.
Table 8
Analysis of Covariance (ANCOVA) for Test of Significance Between the Mean Scores of
Experimental and Control Groups in the Achievement Test
Source of Sum DF Mean F Sig.
Variation Squares Square of F
Covariates 6.491 1 6.491 0.823 0.366
PRETEST 6.401 1 6.491 0.823 0.366
Main effects 9281.870 1 9281.870 1177.476 0.000
GROUP 9281.870 1 9281.870 1177.476 0.000
Explained 9318.447 2 4659.224 591.058 0.000
Residual 1182.428 150 7.888
Total 10500.876 152 69.085
The data presented in Table 8 shows that the F-calculated value for group is 1177.476
with significance of F at .000, which is less than .05. The null-hypothesis is therefore
rejected at .05 level of significance. With this result, there is a significant difference between
the mean score of students taught petrol engine with model and those taught without model
in the achievement test.
xciii
Hypothesis 2
There will be no significant difference in the mean achievement scores of male and
female auto-mechanics students in petrol engine when taught with models.
Table 9
Analysis of Covariance (ANCOVA) for Test of Significance Between the Mean Achievement
Scores of Male and Female Students Taught with Models
Source of Sum of DF Mean F Sig.
Variation Squares Square of F
Covariates 2.040 1 2.040 0.739 0.393
PRETEST 2.040 1 2.040 0.739 0.393
Main effects 0.785 1 0.785 0.284 0.596
GENDER 0.785 1 0.785 0.284 0.596
Explained 3.183 2 1.592 0.576 0.564
Residual 201.606 73 2.762
Total 204.789 75 2.731
The data on Table 9 revealed that the F-calculated value for gender is .284 with
significance of F at .596, which is greater than .05. The null hypothesis is therefore accepted
at .05 level of significance. This results shows that there is no significant difference between
the mean achievement scores of male and female auto-mechanics work students in petrol
engine when taught with models.
xciv
Hypothesis 3
There will be no significant difference in the mean achievement scores of high ability
and low ability auto-mechanics students taught with models as measured by their mean
achievement scores in petrol engine.
Table 10
Analysis of Covariance (ANCOVA) for Test of Significance Between the Mean Achievement
Scores of High Ability and Low Ability Students Taught with Models
Source of Sum of DF Mean F Sig.
Variation Squares Square of F
Covariates 1.339 1 1.339 0.504 0.480
PRETEST 1.339 1 1.339 0.504 0.480
Main effects 8.325 1 8.325 3.131 0.081
ABILITY LEVEL 8.325 1 8.325 3.131 0.081
Explained 10.723 2 5.361 2.017 0.140
Residual 194.067 73 2.658
Total 204.789 75 2.731
The data presented on Table 10 indicated that the F-calculated value for ability level
is 3.131 with significance of F at .081, which is greater than .05. The null hypothesis is
therefore accepted at .05 level of significance. The result indicated that there is no significant
difference in the mean achievement scores of high ability and low ability auto-mechanics
work students in petrol engine when taught with models.
xcv
Hypothesis 4
There will be no significant difference in the mean interest scores of auto-mechanics
students taught with models and those taught without models in petrol engine.
Table 11
Analysis of Covariance (ANCOVA) for Test of Significance Between the Mean Interest
Scores of Students Taught with Models and Those Taught Without Models.
Source of Sum of DF Mean F Sig.
Variation Squares Square of F
Covariates 10.904 1 10.904 0.953 0.330
PRETEST 10.904 1 10.904 0.953 0.330
Main effects 1350.325 1 1350.746 118.075 0.000
GROUP 1350.325 1 1350.746 118.075 0.000
\
Explained 1437.540 2 718.770 62.831 0.000
Residual 1715.963 150 11.440
Total 3153.503 152 20.747
The data on Table 11 revealed that the F-calculated value for group is 118.075 with
significance of F at .000, which is less than .05. The null hypothesis is therefore rejected at
0.05 level of significance. The result shows that there is a significant difference in the mean
interest scores of auto-mechanics students taught with model and those taught without model
in petrol engine.
xcvi
Hypothesis 5
There will be no significant difference in the mean interest scores of male and female
auto-mechanics students in petrol engine when taught with models.
Table 12
Analysis of Covariance (ANCOVA) for Test of Significance Between the Mean Interest
Scores of Male and Female Taught with Models
Source of Sum of DF Mean F Sig.
Variation Squares Square of F
Covariates 0.869 1 0.869 0.328 0.569
PRETEST 0.869 1 0.869 0.328 0.569
Main effects 19.332 1 19.332 7.301 0.009
GENDER 19.332 1 19.332 7.301 0.009
Explained 19.426 2 9.713 3.668 0.030
Residual 193.963 73 2.648
Total 212.737 75 2.836
Table 12 revealed that the F-calculated value for gender is 7.301 with significance of
F at .009, which is less than .05. The null hypothesis is therefore rejected at 0.05 level of
significance. The results shows that there is significant difference in the mean interest scores
of male and female auto-mechanics work students in petrol engine when taught with model.
xcvii
Hypothesis 6
There will be no significant difference in the mean interest scores of high ability and
low ability auto-mechanics students in petrol engine when exposed to experimental
condition.
Table 13
Analysis of Covariance (ANCOVA) for Test of Significance Between the Mean Interest
Scores of High Ability and Low Ability Students exposed to Experimental Condition
Source of Sum of DF Mean F Sig.
Variation Squares Square of F
Covariates 0.075 1 0.075 0.027 0.870
PRETEST 0.075 1 0.075 0.027 0.870
Main effects 9.478 1 9.478 3.406 0.069
ABILITY LEVEL 9.478 1 9.478 3.406 0.069
Explained 9.572 2 4.786 1.720 0.186
Residual 203.165 73 2.783
Total 212.737 75 2.836
The data on Table 13 indicated that the F-calculated value for ability level is 3.406
with significance of F at .069. The null hypothesis is therefore accepted at 0.05 level of
significance. This implies that there is no significant difference in the mean interest scores of
high and low ability students of auto-mechanics work students in petrol engine when
exposed to experimental condition.
xcviii
Findings of the Study
The following findings were made by the study:
1. Auto-mechanics students taught petrol engine with model had a higher mean
achievement score than the students taught without models.
2. Male students taught with models had a higher mean achievement score than the
female students taught with models.
3. High ability students taught with models had a higher mean achievement score than
the low ability students taught with models.
4. Auto-mechanics students taught petrol engine with models had a higher mean interest
score than the control group taught without models.
5. The mean interest score of the male students taught with models was higher than the
mean interest score of female students taught with models.
6. High ability students taught with models had a higher mean interest score than the
low ability students taught with models.
7. There was a significant difference between the mean scores of students taught petrol
engine with models and those taught without models in the achievement test.
8. There was no significant difference between the mean achievement scores of male
and female auto-mechanics students in petrol engine when taught with models.
9. There was no significant difference in the mean achievement scores of high ability
and low ability auto-mechanics students taught with models.
10. There was a significant difference in the mean interest scores of auto-mechanics
students taught with models and those taught without models.
xcix
11. There was a significant difference in the mean interest scores of male and female
auto-mechanics students in petrol engine when taught with models.
12. There was no significant difference in the mean interest scores of high and low ability
students of auto-mechanics when exposed to experimental condition.
Discussion of findings
The data presented in Table 2 provided answer to research question one.
The findings revealed that students taught with model performed better than those taught
without model. This is an indication that the use of model in teaching auto-mechanics
improved students‟ achievement than teaching without model. This result conforms to Okoye
(1995) and Ezeh (2006) that the use of model indicated superiority over non-use of model in
teaching. Piaget (1969) supported the use of model as superior over other techniques of
improving on intelligence.
In addition, analysis of covariance was used to test the first hypothesis on Table 8, at
the calculated F-value of 1177.476, Significance of F at .000 and confidence value of .000,
there was significant difference between the mean score of students taught petrol engine with
model and those taught without model in the achievement test confirming that the difference
between the students taught with model and those taught without model was statistically
significant.
The positive effect of model on academic achievement of students in petrol engine is
a pointer that the use of engine model in the teaching of petrol engine systems in the
classroom before proceeding to the workshop for practical work can not be overemphasized
c
as this will allow the students to have an insight in what they will see or meet in their
practical work as many hidden details would have been seen.
The use of model according to Ezeh (2006) creates room for insight learning
experience. Brunner as cited in Chaunhan (1987) asserted that structure such as organization
of the subject matter play an important role in the development of insight.
The data presented in Table 3 provided answer to research question two. The findings
showed that male students had a higher mean achievement score than the female students.
At the same time analysis of covariance was used to test the second hypothesis on
Table 9, at the calculated F-value of .284, Significance of F at .596 and confidence value of
.05, there was no significant difference between the mean score of male and female students
taught petrol engine with model confirming that the difference between the male and female
students exposed to experimental condition was not statistically significant. The finding is an
indication that gender has no influence on achievement of students taught petrol engine, as
both gender group achieved equally when taught with model. This means that the use of
model will definitely remove gender inequality in the teaching of auto-mechanic subjects,
such as the petrol engine system.
The findings are in conformity with Azikiwe (2005) and Ezeh (2006). Azikiwe
(2005) in her study on the influence of gender on academic achievement in Language use in
Nigeria found out that there was no significant difference in the academic achievement of
gender groups in languages. The research result showed that out of 31 studies used for the
research, 23 indicated that gender had no significant influence on language use in Nigeria.
Ezeh (2006) in his own research revealed that no significant difference between the mean
ci
academic achievement of male and female students and that the use of model for teaching
map-work likely to promote gender equality.
However, the findings differed with Obioma and Ohuche (1984), Abadom (1986),
Nworgu (1990) and Obodo (1990). Obioma and Ohuche (1984) and Abadom (1986)
identified gender as a relevant factor in academic achievement. Their findings showed that
male students performed significantly better than the female students. In another vein,
Nworgu (1990) and Obodo (1990) findings indicated that female students performed
significantly better than their male counterpart in academic achievement.
The data presented in Table 4 provided answer to research question three. The
findings revealed that high ability students had a higher mean achievement score than the
low ability students.
Analysis of covariance was used to test the third hypothesis on Table 10, at the
calculated F-value of 3.131, Significance of F at .081 and confidence value of .05, there was
no significant difference between the ability level achievement in petrol engine confirming
that the difference between the high ability and low ability students exposed to experimental
condition was not statistically significant. This is an indication that the high and low ability
students performed equally in auto-mechanic achievement test when taught with models.
The equal performance of both high and low ability students in the achievement test
may be due to the fact that the low ability students were able to understand the teaching of
petrol engine better when exposed to the use model. This is an indication that the adoption of
the use of model in the teaching and learning in auto-mechanics will bridge the gap between
low and high ability in the course of learning petrol engine system.
cii
The positive result conforms to Anikweze (1988) in his research that both high and
low ability groups benefited equally from instruction when taught using models. The result
contradicted Ezeh (2006) where high ability students performed significantly better than the
low ability students in achievement test in map-work when taught using model. This was
attributed to the fact that low ability students were unable to grasp better the teaching of
map-work despite being taught using model.
The data presented in Table 5 provided answer to research question four. The
findings revealed that the auto-mechanic students taught with model had a higher mean
interest score than the control group taught without model.
Likewise, analysis of covariance was used to test the fourth hypothesis on Table 11,
at the calculated F-value of 118.075, Significance of F at .000 and confidence value of .05,
there was a significant difference between the mean interest score of the students in the
experimental and control groups taught petrol engine confirming that the difference was
statistically significant.
The findings are in conformity with Anikweze (1`988) and Ezeh (2006). Anikweze
(1988) findings showed that the use of models, game and simulation sustained pupils‟
interest. On the other hand, the findings of Ezeh (2006) on the use of model had a significant
effect on the students‟ interest in map-work. His research revealed that students taught with
map-work using models showed greater interest in map-work than those taught using the
conventional lecture method.
The data presented in Table 6 provided answer to research question five. This finding
revealed that male auto-mechanics students taught with model had a higher mean interest
score than their female counterpart taught with same model in petrol engine.
ciii
Analysis of covariance was used to test the fifth hypothesis on Table 12, at the
calculated F-value of 7.301, Significance of F at .009 and confidence value of .05, there was
significant difference between the interest of the male and female auto-mechanics students
exposed to experimental condition in petrol engine confirming that the difference was
statistically significant.
This conforms to Obioma and Ohuche (1984) and Agbaegbu (1999). Obioma and
Ohuche findings showed that male students showed greater interest in science than their
female counterpart. On the other hand, Agbaegbu findings showed that there was a
significant gender influence on the interest in geography in favour of the male students.
The result of this study also agreed with Ogbonna (2003) and Musa (2006). Ogbonna
(2003) findings showed that sex was a significant factor in determining the interest of male
and female students in mathematics and that the mean interest of male was higher. The result
was also in line with Musa (2006) in his findings on the effect of incorporating practical into
mathematics education on senior secondary school achievement and interest in mathematics.
The result showed that male students have more interest in mathematics than their female
counterpart.
The result of this study however disagreed with that of Nworgu (1990) that there was
no significant gender influence on interest in integrated science. The result also disagreed
with the study of Ezeh (2006). He reported that there was no significant difference in the
mean post interest scores of male and female students taught with models in map-work.
The data presented in Table 7 provided answer to research question six. The findings
showed that high ability students taught with model had a higher mean interest score than the
low ability students taught with model.
civ
Analysis of covariance was used to test the second hypothesis on Table 13, at the
calculated F-value of 3.406, Significance of F at .069 and confidence value of .05, there was
no significant difference between the mean interest scores of the high and low ability
students when exposed to experimental condition confirming that the difference was not
statistically significant.
The result obtained is in conformity with Anikweze (1988). He reported that there
was no significant difference in the interest of high and low ability groups. His result
revealed that the high and low ability levels benefited equally from the instruction presented
using models, games, simulation and lecture method.
The result however contradicted Nwosu (1990), Okoye (1995), Njoku (1996) and
Ezeh (2006). Nwosu (1990) reported that the high ability level students performed
significantly better in biology than the medium and the low ability level students used for his
study on the acquisition of science skills. Okoye (1995) in his findings reported that the low
ability students taught geography with simulation method showed higher mean post-interest
score in geography than their high ability counterpart taught using the same model. Njoku
(1996) findings reported that high ability students developed significant higher level of
interest than their low ability class-mates. Ezeh (2006) in his research on the effect of the use
of scale model reported that high ability students showed greater interest in map-work than
their low ability counterparts taught using the same model.
cv
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Re-statement of the Problem
Auto-mechanics technology has continued to experience constant changes and
improvement. Most of what use to be manually or mechanically operated now operates on
mechanical and electronics principles referred to as mechatronics. Dynamism in automobile
technology necessitates effective training and re-training of the craftsmen who will handle
them. Therefore, effective teaching and learning of auto-mechanics in the technical colleges
which will affect the training and re-training of the craftsmen positively depend largely on
the strategy adopted by teachers in imparting the required skill and knowledge to students.
The report from FME (1993) identified lack of good methodology as the major reason
for low achievement and drop-outs in the technical colleges. This may be due to the facts,
according to Aina (2000) that the weakness of the traditional teaching method partly
contributed to the poor performance of students in trade subjects in the National Business
and Technical Education Board (NABTEB) examination over the years and also at work
place when eventually employed on graduation.
The National Business and Technical Education Board (NABTEB) May/June Chief
examiners‟ report (2002) indicated that the shortcomings of the present teaching strategy
partly accounted for the poor performance of students in auto-mechanics technology in the
National Technical Certificate examination in recent years.
According to NABTEB (2007), the performance of students in National Technical
Certificate (NTC) Examination was poor. The report showed that the level of achievement in
cvi
auto-mechanics subjects was lower than expectation as most students scored less than 50
percent in this subject.
The low level of achievement according to Amen (2007) has been attributed to certain
factors such as poor teaching strategy. This low achievement needs urgent attention in the
teaching strategy adopted by the auto-mechanics work teachers in the technical college. Osho
(2007) stressed that the achievement of the students start from the classroom and technical
college teachers should train the students with appropriate method that would be used to pass
across skills and knowledge rather than the usual traditional method.
Therefore, in order to enhance students‟ achievement in auto-mechanics work, there
is a need to seek ways of making the teaching and learning of various aspects of automobile
more effective. In order words, the best way to make learning more concrete is to make use
of real objects which sometime may be too complex, costly in case of any damage or not safe
for the students‟ health. These shortcomings may be overcome through the use of models.
However, the extent to which the use of models can affect learning outcomes in
automobile trade with respect to academic achievement, interest, ability level, and gender is
not known in technical colleges in Nigeria. Therefore, this study is aimed at determining the
effect of models on academic achievement and interest of technical college auto-mechanics
students‟ in Lagos-State.
Summary of Procedure Used
The research design that was adopted was quasi-experimental design. The type of
quasi experimental design used is the non-equivalent control group which involves two
groups.
cvii
The population for the study comprised all the technical colleges in Lagos State. The
target population comprised all the Year One auto-mechanics students of the technical
colleges. The sample consisted of 153 auto-mechanics students. Purposive sampling
technique was used to select four out the five technical colleges. If random selection in true
experimental design is used, the school principal or head teacher may not allow the splitting
of classes, since it will likely disrupt normal school programmes.
A simple random sampling technique was adopted to select the technical colleges that
were in the experimental and the control group respectively. The Year One intact classes
were used for the research exercise. The students in each of the intact class constituted the
sample used for the study. Therefore, the intact class selected in each of the technical college
chosen for the study served as either experimental or the control group.
Auto-mechanics Achievement Test (AMAT), Auto-mechanics Interest Inventory
(AMII) and the Lesson notes were developed by the researcher and validated by experts in
technical education for the data collection in this study. The instrument covered the content
areas of the topic selected for the study. Measures were taken to ensure that the necessary
psychometric properties were well established. The interest inventory on the other hand was
used to test the students‟ interest in auto-mechanics. The lesson notes incorporate the use of
models constructed by the researcher.
The psychometric indices of the AMAT were determined by individual item analysis.
This was done by computing the difficulty index, discriminating index and distractive index
of the test items. To ensure the content validity, a table of specification on the instrument
which ensured an appropriate distribution of the test items was analyzed into low order and
high order cognitive objectives. The objectives of teaching each of the chosen topics in auto-
cviii
mechanics as indicated in the technical college curriculum, are more of high-level than low-
level cognitive objectives. According to Huitt (2004) citing Bloom‟s taxonomy of
educational objective stated that higher order questions require students to think critically
and in-depth.
A trial test was conducted on the AMAT for the purpose of determining the
psychometric indices of the test. A trial test was also conducted on the AMII instrument. The
purpose of the trial test was to try out the instrument and receive feedback on the reactions
and effects based on the application. A trial test of the AMAT was carried out using test-
retest reliability technique and was found to be 0.61 using Pearson Product Moment
Correlation Coefficient which shows that the instrument has high reliability. For the Auto-
Mechanics Trade Interest Inventory (AMII), an estimate of the internal consistency was
applied using Cronbach‟s Alpha. The reliability coefficient obtained was 0.81, which
indicates that the instrument was very reliable.
Mean and standard deviation were used to answer the research questions while the
analysis of covariance (ANCOVA) was used for testing the hypotheses at a significance level
of 0.05. Since the research involved pre and post tests of intact classes, the statistical
technique adopted for analyzing the hypotheses (ANCOVA) enable the researcher to adjust
initial group differences (Non-equivalence).
cix
Principal Findings of the Study
1. Auto-mechanics students taught petrol engine with model had a higher mean
achievement score than the control group taught without model. The high mean was
found to be significant.
2. Male auto-mechanics students taught with model had a higher mean achievement
score than the female students taught with model. However, the high mean was not
found to be significant.
3. High ability students taught with model had a higher mean achievement score than
the low ability students taught with model. However, the high mean was not found to
be significant.
4. Auto-mechanics students taught petrol engine with model had a higher mean interest
score than the control group taught without model. The high mean was found to be
significant.
5. The mean interest score of male auto-mechanics students taught with model is higher
than the mean interest scores of the female students taught with model. The high
mean was found to be significant.
6. High ability students taught with model had a higher mean interest score than the low
ability students taught with model. However, the high mean was not found to be
significant.
cx
Conclusion
The study found out that the use of model is more effective in improving the interest
and academic achievement of auto-mechanics students in the technical colleges. Irrespective
of gender and ability level, the use of model showed significant improvement in the
academic achievement of auto-mechanics students in the technical colleges. The study as
well found out that there was no significant difference in the mean interest score of high and
low auto-mechanics students. The study also found out that there was a significant difference
in the mean interest score of male and female auto-mechanics students. However, the results
showed that the use of models is a viable teaching strategy for teaching auto-mechanics
subjects in the technical colleges.
Implications of the Study
The results of this study have prove beyond reasonable doubt that adopting models in
the teaching and learning of auto-mechanic work subjects have been found to have a
significant effect on the academic achievement and interest of students in auto-mechanic
work. Base on this study, there is dare need for auto-mechanic work teachers in the technical
college to develop interest in using model for teaching auto-mechanic subjects in the class
room.
The result of this research work may likely attract the interest of the tertiary
institutions as they may use the findings of this study in improving the academic
achievement of their students in technical education, most especially the students of auto-
mechanic unit.
cxi
Education planners should adopt the findings of this study by incorporating the use of
models not only in the technical college curriculum but also in all tertiary institutions
curriculum.
Another implication of this study is that auto-mechanic work students‟ attitude
towards auto-mechanic subjects will change significantly when teachers/instructors adopt
models as a teaching strategy in teaching auto-mechanic subjects. When model is adopted,
students will develop more interest in auto-mechanic subjects.
The research showed that gender has no effect or influence in the academic
achievement of auto-mechanic work students. The implication of this study is that the use of
model in various vehicle systems is likely to remove gender inequality and hereby eliminate
gender related differences in auto-mechanic work.
Recommendations
Based on the findings of this study, the following recommendations were made:
1. Government should make available various models of vehicle system for effective
teaching and learning in the classroom.
2. Regular workshop should be organized to promote the production and usage of
engine models in Nigeria vocational institutions.
3. Teachers should inculcate the idea of using various vehicle system models whenever
auto-mechanic subjects are being taught in the classroom.
4. Use of models for teaching various concepts in vehicle systems should be
incorporated into the Technical College and other vocational education curriculum.
cxii
5. Auto-mechanic work teachers/instructor in Technical Colleges should adopt models
as way of removing gender related differences in classroom teaching.
6. Students should also be encouraged to produce models as this will help in coming
closer to the understanding of the concept of vehicle systems as this will make
learning auto-mechanic work more concrete.
Suggestion for Further Research
The following are suggested for further research:
1. Research work should be carried out using topics in other area of specialization in
technical education.
2 Repeating the research work on comparative analysis of the effect of model with
exposure to study trip on academic achievement and interest in auto-mechanic work.
3. Carrying out the study using other states or regional part of the country or the country
as a whole.
4. Carrying out the study using West Africa or Africa as a whole.
5. Replicating the research work by using both the treatment and control groups in the
same school.
cxiii
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cxxxiii
APPENDICES
cxxxiv
APPENDIX A
Sampling Plan
S/N Technical Colleges Experimental
Group
Control Group GRAND
TOTAL
Model Traditional
Instructional
Method
M F TOTAL M F TOTAL
1 I Technical College, Epe. 20 8 28 - - - 28
2 I Technical College,
Ikorodu.
43 5 48 - - - 48
3 I Technical College,
Adesoba.
- - - 28 7 35 35
4 I Technical College,
Ikotun.
- - - 36 6 42 42
TOTAL 63 13 76 64 13 77 153
cxxxv
APPENDIX B
Training Plans for the Teachers using model for the experimental group
DAYS ACTIVITIES OF THE TRAINING
1 Detail explanation was given to the teachers about the research and its expectations.
2 The teachers were trained on how to dismantle and couple the model
3 The teachers were trained on the use of the model on:
(a) the cycle of operation of a four stroke engine.
(b) the action of the spark plugs in igniting the mixture of fuel and petrol in the
combustion chamber.
(c) the principle and operation of the piston and connecting rod assembly.
(d) the principle and operation of the crankshaft.
(e) the principle and operation of the flywheel.
4 The teachers were asked to demonstrate what have been taught to show
understanding of the model.
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APPENDIX C
Dept. of Vocational Teacher Education,
Faculty of Education,
University of Nigeria,
Nsukka.
Prof/Dr/Mr/Mrs/Miss
----------------------------
----------------------------
Sir/Madam
Experts’ Vetting and Face-Validation of Auto-Mechanics Achievement Test (AMAT)
I am a postgraduate student of the Department of Vocational Teacher Education, University
of Nigeria, Nsukka. I am developing an Auto-Mechanics Achievement Test instrument.
Therefore, I am requesting for your services sir/ma, as an expert in Industrial Technical
Education/Measurement and Evaluation to please assist in vetting the attached items of the
draft I have made.
I wish to suggest the following criteria as a guide: the suitability of each of the items in terms
of – the scope; the content areas; concept involved; language expression; relevance;
objectives and the like. Your criticism, comments, and other corrections would be
appreciated.
Thanks.
Yours faithfully,
A. O. Oyenuga.
cxxxvii
cxxxviii
APPENDIX D
AUTO-MECHANICS ACHIEVEMENT TEST (AMAT)
Subject: PETROL ENGINE SYSTEM
Class: ------------
Time Allowed: -----------------------------------------------------------------
Name of Technical College: -------------------------------------------------
Name of Student: ------------------------------------------------------------
SEX: Male ( ) Female ( )
INSTRUCTION: Attempt all questions. Choose the correct answer from the alternatives
lettered A – D. Circle or tick the letter that bears the option chosen by
you.
1 Aluminium-alloy pistons are produced in two main forms and are known as
(a) Soft-skirt and split-skirt
(b) Solid-skirt and soft-skirt
(c) Split-skirt and solid skirt
(d) None of the above
2. Which of the following engine parts is referred to as the „heart‟ of the engine?
(a) Plug
(b) Camshaft
(c) Crankshaft
(d) All of the above
3. The gudgeon pin is made hollow to reduce
(a) Weight
(b) Heat
(c) All of the above
(d) Tension
cxxxix
cxl
4. Compression rings are used
(a) To make the piston stronger
(b) To make the piston lighter
(c) To make the piston a gas-tight fit
(d) To make the piston rotate freely
5. Floating type of gudgeon pin is where
(a) The pin rotates in the eye of the small end of the connecting rod
(b) The pin immersed and rotates in the eye of the small end of the connecting rod
(c) The pin is free to move in a phosphor bronze bush mounted in the eye of the
small end of the connecting rod.
(d) The pin rotates in the eye of the big end of the connecting rod
6. The closure of the inlet valve causing the sealing of the cylinder occur
(a) During the suction stroke
(b) During the compression stroke
(c) During the power stroke
(d) During the exhaust stroke
7. Four stroke engine gives quieter running due to the fact that
(a) Four stroke has one power for one revolution of the crankshaft
(b) Four stroke has one power for two revolution of the crankshaft
(c) Four stroke has one power for three revolution of the crankshaft
(d) None of the above
8. When the crankshaft of an engine is rotating at high speed, it is
(a) Liable to vibrate with varying intensity
(b) Liable to vibrate with constant intensity
(c) All of the above
(d) None of the above
cxli
9. The four stroke engine does not require decarbornization more frequently because
(a) It has a tendency of overheating
(b) It require more torque
(c) It gives greater noise
(d All of the above
10. The firing order of a four cylinder engine is
(a) 1432
(b) 1342
(c) 1234
(d) 1324
11. Both inlet and exhaust valves closed during the
(a) Induction stroke
(b) Power stroke
(c) Exhaust stroke
(d) None of the above
12. The base of the poppet valve is called
(a) The land
(b) The trunk
(c) The tip
(d) None of the above
13. During the power stroke
(a) The compressed gas is ignited by a spark bridging the spark plug
electrodes
(b) The inlet valve open
(c) The uncompressed gas is ignited by a plug
(d) The piston is static
cxlii
cxliii
14. In the internal combustion engine
(a) The mechanical energy is high
(b) The heat energy is always high
(c) The mechanical energy is low
(d) The energy in the fuel is converted into heat and the heat into
mechanical energy
15. The most highly stressed part of the vehicle is the
(a) Piston
(b) Cylinder head
(c) Crankshaft
(d) None of the above
16. The following engine parts are driven by the crankshaft except
(a) The propeller shaft
(b) The flywheel
(c) The camshaft
(d) The oil pump
17. When the engine is running, the rotor moves in a/an
(a) Clockwise direction
(b) Conical direction
(c) Vertical direction
(d) Anti-clockwise direction
18. The crankshaft damper is a small flywheel which normally rotate with the
(a) Crankshaft
(b) Rotor
(c) Wheel shaft
(d) None of the above
cxliv
19. The shape of the crankshaft is related to the number and the shape of the arrangement
of the
(a) Cylinder
(b) Piston
(c) Connecting rod
(d) All of the above
20. The four stroke cycle comprises of
(a) Exhaust, power and compression strokes
(b) Compression and induction strokes
(c) Power, compression and exhaust strokes
(d) Induction, compression, exhaust, and power strokes
21. In the petrol engine, the heat is produced by a
(a) Chemical reaction as the inlet and the exhaust valve opens at the top dead
centre
(b) Chemical reaction as the inlet and the exhaust valve opens at the bottom dead
centre
(c) Chemical reaction between the different elements of the fuel and air
(d) None of the above
22. A fault where the ring seal adequately at low speed but fail to do so at higher speed is
called
(a) Ring flutter
(b) Ring gap
(c) Front gap
(d) None of the above
23. The piston apex is called
(a) The crown
cxlv
(b) The tip
(c) The roof
(d) None of the above
24. In the construction of the piston, the following material are used except
(a) Cast iron
(b) Steel alloys
(c) Aluminium alloys
(d) Copper alloys
25. Piston moves down from top dead centre during induction stroke with the
(a) Exhaust valve closed
(b) Inlet valve closed
(c) Inlet valve opened
(d) Exhaust valve opened
26. During the compression stroke
(a) The piston displaces
(b) The piston hangs
(c) The piston moves down
(d) The piston start to rise
27. A defected gasket will
(a) Increase the power of the engine
(b) Not withstand high pressure and extreme temperature
(c) Retain compression ratio
(d) All of the above.
28. Cracking cylinder head causes
(a) Shortage of water in the radiator
(b) Shortage of engine oil
cxlvi
(c) Connecting rod defects
(d) All of the above.
29. The firing interval in an engine is equal to
(a) 360º
(b) 180º
(c) 120º
(d) 270º
30. The piston serves as a/an
(a) Moveable gas-tight plunger in the cylinder
(b) Energy builder in the engine
(c) All of the above.
(d) None of the above.
31. Passage of lubricating oil up to the combustion chamber is prevented by
(a) The piston rings
(b) The sump
(c) The gudgeon pin
(d) All of the above.
32. The following are different types of crankshaft except
(a) The ten cylinder type
(b) The four cylinder type
(c) The six cylinder type
(d) The eight cylinder type
33. The reciprocating movement of the piston is converted into rotary movement by the
(a) Camshaft
(b) Connecting rod
(c) The crankshaft
cxlvii
(d) None of the above.
cxlviii
34. The piston is connected to the small-end of the connecting rod by
(a) Piston rings
(b) Gudgeon pin
(c) Steel rod
(d) Iron rod
35. When the engine is at rest, the vehicle is said
(a) To be stationary
(b) To move at low speed
(c) To move at high speed
(d) None of the above
36. Exhaust valve opens
(a) During the power stroke
(b) During the suction stroke
(c) During the exhaust stroke
(d) During the compression stroke
37. The cylinder head may be detachable or permanently attached to
(a) The cylinder block
(b) The sump
(c) The engine cover
(d) The gasket
38. Cast iron is used in the construction of cylinder block because of the better
(a) Wearing qualities
(b) Operational qualities
(c) All of the above.
(d) None of the above.
cxlix
39. The main function of the flywheel is to retain some of the energy given to the
crankshaft during the
(a) Suction stroke
(b) Power stroke
(c) Compression stroke
(d) Exhaust stroke
40. The flywheel form
(a) No driving face of the clutch assembly
(b) One driving face of the clutch assembly
(c) Two driving face of the clutch assembly
(d) None of the above.
cl
cli
APPENDIX E
AUTO-MECHANICS ACHIEVEMENT TEST (AMAT)
(USED FOR THE PRE-TEST)
Subject: PETROL ENGINE SYSTEM
Class: ------------
Time Allowed: -----------------------------------------------------------------
Name of Technical College: -------------------------------------------------
Name of Student: ------------------------------------------------------------
SEX: Male ( ) Female ( )
INSTRUCTION: Attempt all questions. Choose the correct answer from the alternatives
lettered A – D. Circle or tick the letter that bears the option chosen by
you.
1 Aluminium-alloy pistons are produced in two main forms. These are
(a) Soft-skirt and split-skirt
(b) Solid-skirt and soft-skirt
(c) Split-skirt and solid skirt
(d) Split-skirt and joint skirt
2. Which of the following engine parts is referred to as the „heart‟ of the engine?
(a) Plug
(b) Camshaft
(c) Crankshaft
(d) Contact breaker
3. The gudgeon pin is made hollow to reduce
(a) Weight
(b) Heat
(c) Vibration
clii
(d) Tension
4. Compression rings are used to make the piston
(a) Stronger
(b) Lighter
(c) A gas-tight fit
(d) Rotate freely
5. Floating type of gudgeon pin is where
(a) The pin rotates in the eye of the small end of the connecting rod
(b) The pin immersed and rotates in the eye of the small end of the connecting rod
(c) The pin is free to move in a phosphor bronze bush mounted in the eye of the
small end of the connecting rod.
(d) The pin rotates in the eye of the big end of the connecting rod
6. The closure of the inlet valve causing the sealing of the cylinder occur
(a) During the suction stroke
(b) During the compression stroke
(c) During the power stroke
(d) During the exhaust stroke
7. Four stroke engine gives quieter running due to the fact that
(a) Four stroke has one power for one revolution of the crankshaft
(b) Four stroke has one power for two revolution of the crankshaft
(c) Four stroke has one power for three revolution of the crankshaft
(d) Four stroke has one power for four revolution of the crankshaft
8. When the crankshaft of an engine is rotating at high speed, it is
(a) Liable to vibrate with varying intensity
(b) Liable to vibrate with constant intensity
(c) Liable to vibrate with low intensity
(d) Liable to vibrate with no intensity
cliii
cliv
9. The four stroke engine does not require decarbornization more frequently because
(a) It has a tendency of overheating
(b) It require more torque
(c) It gives greater noise
(d Wear and tear of moving parts is greater
10. The firing order of a four cylinder engine is
(a) 1432
(b) 1342
(c) 1234
(d) 1324
11. Both inlet and exhaust valves closed during the
(a) Induction stroke
(b) Power stroke
(c) Exhaust stroke
(d) Compression stroke
12. The base of the poppet valve is called
(a) The land
(b) The trunk
(c) The tip
(d) The bottom
13. During the power stroke
(a) The compressed gas is ignited by a spark bridging the spark plug
electrodes
(b) The inlet valve open drawing a mixture of air and fuel into the cylinder
(c) The uncompressed gas is ignited by a spark bridging the spark plug
electrodes
(d) The piston remain static and no spark bridged the spark plug electrode
clv
14. In the internal combustion engine
(a) The mechanical energy is high as the efficiency of the engine is low
(b) The heat energy is always high as the efficiency of the engine is low
(c) The mechanical energy is low as the efficiency of the engine is low
(d) The energy in the fuel is converted into heat and the heat into
mechanical energy
15. The most highly stressed part of the vehicle is the
(a) Piston
(b) Cylinder head
(c) Crankshaft
(d) Connecting rod
16. The following engine parts are driven by the crankshaft except
(a) The propeller shaft
(b) The flywheel
(c) The camshaft
(d) The oil pump
17. When the engine is running, the rotor moves in a/an
(a) Clockwise direction
(b) Conical direction
(c) Vertical direction
(d) Anti-clockwise direction
18. The crankshaft damper is a small flywheel which normally rotate with the
(a) Crankshaft
(b) Rotor
(c) Wheel shaft
(d) Push rod
clvi
19. The shape of the crankshaft is related to the number and the shape of the arrangement
of the
(a) Cylinder
(b) Piston
(c) Connecting rod
(d) Sleeve
20. The four stroke cycle comprises of
(a) Exhaust, power and compression strokes
(b) Compression and induction strokes
(c) Power, compression and exhaust strokes
(d) Induction, compression, exhaust, and power strokes
21. In the petrol engine, the heat is produced by a
(a) Chemical reaction as the inlet and the exhaust valve opens at the top dead
centre
(b) Chemical reaction as the inlet and the exhaust valve opens at the bottom dead
centre
(c) Chemical reaction between the different elements of the fuel and air
(d) Chemical reaction as the exhaust valve opens at the top dead centre
22. A fault where the ring seal adequately at low speed but fail to do so at higher speed is
called
(a) Ring flutter
(b) Ring gap
(c) Front gap
(d) Pressure gap
23. The piston apex is called
(a) The crown
clvii
(b) The tip
(c) The roof
(d) The top
24. In the construction of the piston, the following material are used except
(a) Cast iron
(b) Steel alloys
(c) Aluminium alloys
(d) Copper alloys
25. Piston moves down from top dead centre during induction stroke with the
(a) Exhaust valve closed
(b) Inlet valve closed
(c) Inlet valve opened
(d) Exhaust valve opened
26. During the compression stroke
(a) The piston displaces
(b) The piston hangs
(c) The piston moves down
(d) The piston start to rise
27. A defected gasket will
(a) Increase the power of the engine
(b) Not withstand high pressure and extreme temperature
(c) Retain compression ratio
(d) Will reduce the amount of fuel entering the carburetor.
28. Cracking cylinder head causes
(a) Shortage of water in the radiator
(b) Shortage of engine oil
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(c) Connecting rod defects
(d) Piston defects
29. The firing interval in an engine is equal to
(a) 360º
(b) 180º
(c) 120º
(d) 270º
30. The piston serves as a/an
(a) Moveable gas-tight plunger in the cylinder
(b) Energy builder in the engine
(c) Heat protector
(d) Oil sieve in the engine
31. Passage of lubricating oil up to the combustion chamber is prevented by
(a) The piston rings
(b) The sump
(c) The gudgeon pin
(d) Connecting rod
32. The following are different types of crankshaft except
(a) The ten cylinder type
(b) The four cylinder type
(c) The six cylinder type
(d) The eight cylinder type
33. The reciprocating movement of the piston is converted into rotary movement by the
(a) Camshaft
(b) Connecting rod
(c) The crankshaft
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(d) Cylinder block
34. The piston is connected to the small-end of the connecting rod by
(a) Piston rings
(b) Gudgeon pin
(c) Steel rod
(d) Iron rod
35. When the engine is at rest, the vehicle is said
(a) To be stationary
(b) To move at low speed
(c) To move at high speed
(d) To obey Newton‟s first law of motion
36. Exhaust valve opens
(a) During the power stroke
(b) During the suction stroke
(c) During the exhaust stroke
(d) During the compression stroke
37. The cylinder head may be detachable or permanently attached to
(a) The cylinder block
(b) The sump
(c) The engine cover
(d) The gasket
38. Cast iron is used in the construction of cylinder block because of the better
(a) Wearing qualities
(b) Operational qualities
(c) Absorption of heat
(d) Weighting qualities
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39. The main function of the flywheel is to retain some of the energy given to the
crankshaft during the
(a) Suction stroke
(b) Power stroke
(c) Compression stroke
(d) Exhaust stroke
40. The flywheel consists of a steel or cast iron disc with a very heavy rim and form
(a) No driving face of the clutch assembly
(b) One driving face of the clutch assembly
(c) Two driving face of the clutch assembly
(d) Three driving face of the clutch assembly
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APPENDIX F
AUTO-MECHANICS ACHIEVEMENT TEST (AMAT)
(USED FOR THE POST-TEST)
Subject: PETROL ENGINE SYSTEM
Class: --------------------------------------------------------------------------
Time Allowed: -----------------------------------------------------------------
Name of Technical College: -------------------------------------------------
Name of Student: ------------------------------------------------------------
SEX: Male ( ) Female ( )
INSTRUCTION: Attempt all questions. Choose the correct answer from the alternatives
lettered A – D. Circle or tick the letter that bears the option chosen by
you.
1. In the petrol engine, the heat is produced by a
(a) Chemical reaction as the inlet and the exhaust valve opens at the top dead
centre
(b) Chemical reaction as the inlet and the exhaust valve opens at the bottom dead
centre
(c) Chemical reaction between the different elements of the fuel and air
(d) Chemical reaction as the exhaust valve opens at the top dead centre
2. During the compression stroke
(a) The piston displaces
(b) The piston hangs
(c) The piston moves down
(d) The piston start to rise
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3. The four stroke cycle comprises of
(a) Exhaust, power and compression strokes
(b) Compression and induction strokes
(c) Power, compression and exhaust strokes
(d) Induction, compression, exhaust, and power strokes
4. During the power stroke
(a) The compressed gas is ignited by a spark bridging the spark plug
electrodes
(b) The inlet valve open drawing a mixture of air and fuel into the cylinder
(c) The uncompressed gas is ignited by a spark bridging the spark plug
electrodes
(d) The piston remain static and no spark bridged the spark plug electrode
5. The following are different types of crankshaft except
(a) The ten cylinder type
(b) The four cylinder type
(c) The six cylinder type
(d) The eight cylinder type
6. The reciprocating movement of the piston is converted into rotary movement by the
(a) Camshaft
(b) Connecting rod
(c) The crankshaft
(d) Cylinder block
7. Cast iron is used in the construction of cylinder block because of the better
(a) Wearing qualities
(b) Operational qualities
(c) Absorption of heat
(d) Weighting qualities
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8. Cracking cylinder head causes
(a) Shortage of water in the radiator
(b) Shortage of engine oil
(c) Connecting rod defects
(d) Piston defects
9. A fault where the ring seal adequately at low speed but fail to do so at higher speed is
called
(a) Ring flutter
(b) Ring gap
(c) Front gap
(d) Pressure gap
10 The closure of the inlet valve causing the sealing of the cylinder occur
(a) During the suction stroke
(b) During the compression stroke
(c) During the power stroke
(d) During the exhaust stroke
11. The shape of the crankshaft is related to the number and the shape of the arrangement
of the
(a) Cylinder
(b) Piston
(c) Connecting rod
(d) Sleeve
12. The piston apex is called
(a) The crown
(b) The tip
(c) The roof
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(d) The top
13. When the engine is at rest, the vehicle is said
(a) To be stationary
(b) To move at low speed
(c) To move at high speed
(d) To obey Newton‟s first law of motion
14 Which of the following engine parts is referred to as the „heart‟ of the engine?
(a) Plug
(b) Camshaft
(c) Crankshaft
(d) Contact breaker
15 Four stroke engine gives quieter running due to the fact that
(a) Four stroke has one power for one revolution of the crankshaft
(b) Four stroke has one power for two revolution of the crankshaft
(c) Four stroke has one power for three revolution of the crankshaft
(d) Four stroke has one power for four revolution of the crankshaft
16. The piston is connected to the small-end of the connecting rod by
(a) Piston rings
(b) Gudgeon pin
(c) Steel rod
(d) Iron rod
17 The firing order of a four cylinder engine is
(a) 1432
(b) 1342
(c) 1234
(d) 1324
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18. The main function of the flywheel is to retain some of the energy given to the
crankshaft during the
(a) Suction stroke
(b) Power stroke
(c) Compression stroke
(d) Exhaust stroke
19. Exhaust valve opens
(a) During the power stroke
(b) During the suction stroke
(c) During the exhaust stroke
(d) During the compression stroke
20. The gudgeon pin is made hollow to reduce
(a) Weight
(b) Heat
(c) Vibration
(d) Tension
21. The most highly stressed part of the vehicle is the
(a) Piston
(b) Cylinder head
(c) Crankshaft
(d) Connecting rod
22. The four stroke engine does not require decarbornization more frequently because
(a) It has a tendency of overheating
(b) It require more torque
(c) It gives greater noise
(d Wear and tear of moving parts is greater
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23. The base of the poppet valve is called
(a) The land
(b) The trunk
(c) The tip
(d) The bottom
24. The piston serves as a/an
(a) Moveable gas-tight plunger in the cylinder
(b) Energy builder in the engine
(c) Heat protector
(d) Oil sieve in the engine
25 When the engine is running, the rotor moves in a/an
(a) Clockwise direction
(b) Conical direction
(c) Vertical direction
(d) Anti-clockwise direction
26 Compression rings are used to make the piston
(a) Stronger
(b) Lighter
(c) A gas-tight fit
(d) Rotate freely
27. The cylinder head may be detachable or permanently attached to
(a) The cylinder block
(b) The sump
(c) The engine cover
(d) The gasket
28. When the crankshaft of an engine is rotating at high speed, it is
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(a) Liable to vibrate with varying intensity
(b) Liable to vibrate with constant intensity
(c) Liable to vibrate with low intensity
(d) Liable to vibrate with no intensity
29. Both inlet and exhaust valves closed during the
(a) Induction stroke
(b) Power stroke
(c) Exhaust stroke
(d) Compression stroke
30. Aluminium-alloy pistons are produced in two main forms. These are
(a) Soft-skirt and split-skirt
(b) Solid-skirt and soft-skirt
(c) Split-skirt and solid skirt
(d) Split-skirt and joint skirt
31. The following engine parts are driven by the crankshaft except
(a) The propeller shaft
(b) The flywheel
(c) The camshaft
(d) The oil pump
32. Floating type of gudgeon pin is where
(a) The pin rotates in the eye of the small end of the connecting rod
(b) The pin immersed and rotates in the eye of the small end of the connecting rod
(c) The pin is free to move in a phosphor bronze bush mounted in the eye of the
small end of the connecting rod.
(d) The pin rotates in the eye of the big end of the connecting rod
33. Piston moves down from top dead centre during induction stroke with the
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(a) Exhaust valve closed
(b) Inlet valve closed
(c) Inlet valve opened
(d) Exhaust valve opened
34. The flywheel consist of a steel or cast iron disc with a very heavy rim and form
(a) No driving face of the clutch assembly
(b) One driving face of the clutch assembly
(c) Two driving face of the clutch assembly
(d) Three driving face of the clutch assembly
35. In the internal combustion engine
(a) The mechanical energy is high as the efficiency of the engine is low
(b) The heat energy is always high as the efficiency of the engine is low
(c) The mechanical energy is low as the efficiency of the engine is low
(d) The energy in the fuel is converted into heat and the heat into mechanical
energy
36. In the construction of the piston, the following material are used except
(a) Cast iron
(b) Steel alloys
(c) Aluminium alloys
(d) Copper alloys
37. The firing interval in an engine is equal to
(a) 360º
(b) 180º
(c) 120º
(d) 270º
38. The crankshaft damper is a small flywheel which normally rotate with the
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(a) Crankshaft
(b) Rotor
(c) Wheel shaft
(d) Push rod
39. A defected gasket will
(a) Increase the power of the engine
(b) Not withstand high pressure and extreme temperature
(c) Retain compression ratio
(d) Will reduce the amount of fuel entering the carburetor.
40. Passage of lubricating oil up to the combustion chamber is prevented by
(a) The piston rings
(b) The sump
(c) The gudgeon pin
(d) Connecting rod
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APPENDIX G
Dept. of Vocational Teacher Education,
Faculty of Education,
University of Nigeria,
Nsukka.
Prof/Dr/Mr/Mrs/Miss
----------------------------
----------------------------
Sir/Madam
Experts’ Rating of the Auto-Mechanics Interest Inventory (AMII)
I am a postgraduate student of the Department of Vocational Teacher Education, University
of Nigeria, Nsukka. I am developing an Auto-Mechanics Interest Inventory (AMII)
instrument which would be used to evaluate the interest of students in auto-mechanics.
Therefore, I am requesting for your services sir/ma, as an expert in Industrial Technical
Education/Measurement and Evaluation to please use the five point rating scale provided to
rate the suitability of each of the items for inclusion in the instrument.
I wish to suggest the following criteria as a guide: simplicity of expression; relevance;
statement of fact or opinion; ambiguity; vagueness and the like. Your corrections,
suggestions and other inputs would be appreciated.
Thanks.
Yours faithfully,
A. O. Oyenuga.
clxxii
APPENDIX H
AUTO-MECHANICS INTEREST INVENTORY (AMII)
EXPERTS’ RATING ON THE SUITABILITY OF THE INSTRUMENT ITEMS.
Could you please rate the suitability of each of the items listed below for inclusion in the
instrument.
INSTRUCTION:
Tick (X) each of the statement using the appropriate scale value provided below. The criteria
provided on the covering letter may serve as a guide in scoring each of the items of the
instrument.
The suitability of each item should be scored as follows using the rating scale: Very Good
statement = 5; Good statement = 4; Fair statement = 3; Poor Statement = 2 and Very Poor
statement = 1.
SUITABILITY OF ITEMS
VERY
GOOD
GOOD FAIR POOR VERY
POOR
S/N ITEM S 5 4 3 2 1
1 Auto-mechanics subjects are simple to understand.
2 Auto-mechanics class is very interesting.
3 Auto-mechanics period is always boring to me.
4 I enjoy participating in Auto-mechanics lesson.
5 I attended Auto-mechanics class regularly.
6 It is better to use auto-mechanics periods for other
subjects.
7 Auto-mechanics class period should be extended to 6hrs
(i.e. 2hrs theory and 4hrs practical).
8 Automotive diagrams are not easy to draw.
9 When I am alone, I like ruminating about automotive
systems.
10 I don‟t use to ask questions during auto-mechanics class.
11 I pay more attention in the auto-mechanics class.
12 I don‟t like discussing about auto-mechanics subjects.
13 I don‟t like going to my auto-mechanics teacher for
assistance in any auto-mechanics problem.
14 I don‟t like doing assignments on auto-mechanics
subjects.
clxxiii
15 I always feel sleepy during auto-mechanics lesson.
16 I usually like to take permission to absent myself from
auto-mechanics class.
17 If auto-mechanics teacher/instructor fails to come to the
class on time, I can go to his office to call him/her.
18 If auto-mechanics teacher/instructor misses his auto-
mechanics class, I always feel happy.
19 I prefer auto-mechanics option to any other option in
vocational trade.
20 I take interest in studying engine parts
21 I frequently like to work on motor engines during my
free periods.
22 Auto-mechanics practical class increases my interest in
auto-mechanics trade.
23 Auto-mechanics practical lessons involves students in
series of activities so that
24 I prefer auto-mechanics syllabus that does not require
much drawings.
25 I prefer auto-mechanics syllabus that does not require
much practical work.
26 I take interest in handling automotive faults during
practical class.
27 The aspects of automotive systems that I like are more
than the aspect that I hate.
28 I pay much interest in auto-mechanics lessons more than
in any other general subjects.
29 I don‟t take interest in anything involving automotive
system.
30 I always wish that lessons on automotive systems should
continue even after its time is up.
31 Automotive systems increase my interest in auto-
mechanics trade.
32 I encourage my friends to develop interest in auto-
mechanics.
33 I don‟t enjoy reading books on auto-mechanics
technology.
clxxiv
34 The strategies adopted in teaching auto-mechanics
subjects by the teachers negatively affect my interest in
auto-mechanics.
35 Auto-mechanics lessons are usually noisy and
uncomfortable to me.
36 I engage myself with other assignments during the auto-
mechanics lessons.
37 I ensure that I secure a tool box to use during the
practical class.
38 I don‟t do any extra studies on auto-mechanics apart
from the normal lessons.
39 I dislike auto-mechanics trade because my peer group
does not show any interest in it.
40 Auto-mechanics students are not neat in dressing;
therefore, I don‟t like the trade.
clxxv
APPENDIX I
AUTO-MECHANICS INTEREST INVENTORY (AMII)
Name of Student: ------------------------------------------------------------
Name of Technical College: -------------------------------------------------
Class: --------------------------------------------------------------------------
Time Allowed: -----------------------------------------------------------------
SEX: Male ( ) Female ( )
INSTRUCTION: Please tick (X) to indicate the degree to which you agree or disagree to
the statements.
SA A UD D SD
S/N ITEM S 5 4 3 2 1
1 Auto-mechanics subjects are simple to
understand.
2 Auto-mechanics classes are very
interesting.
3 Auto-mechanics periods are always boring
to me.
4 I enjoy participating in Auto-mechanics
lessons.
5 I attended Auto-mechanics classes
regularly.
6 It is better to use Auto-mechanics periods
for other subjects.
7 Auto-mechanics periods should be extended
to 6hrs (i.e. 2hrs).
8 Engine parts diagrams are not easy to draw.
9 When I am alone, I like ruminating about
Auto-mechanics.
10 I don‟t use to ask questions during Auto-
mechanics classes.
11 I pay more attention in the Auto-mechanics
classes.
12 I don‟t like discussing about Auto-
mechanics subjects.
13 I don‟t like doing assignments on Auto-
mechanics subjects.
14 I always feel sleepy during Auto-mechanics
clxxvi
lessons.
15 I usually like to take permission to absent
myself from Auto-mechanics classes.
16 If Auto-mechanics teacher/instructor fails to
come to the class on time, I can go to their
office to call any of them whose period is
on.
17 If Auto-mechanics teacher/instructor misses
his class, I always feel happy.
18 I prefer Auto-mechanics subjects to any
other subjects in auto-mechanics work.
19 I take interest in studying engine parts
system.
20 Auto-mechanics classes increase my
interest in auto-mechanics work.
21 I prefer Auto-mechanics syllabus that does
not require much drawings.
22 I pay much interest in Auto-mechanics
lessons more than in any other general
subjects.
23 I don‟t take interest in anything involving
Auto-mechanics.
24 I always wish that lessons on Auto-
mechanics should continue even after its
time is up.
25 I encourage my friends to develop interest
in Auto-mechanics.
26 I don‟t enjoy reading books on Auto-
mechanics.
27 The strategies adopted in teaching Auto-
mechanics subjects by the teachers
negatively affect my interest in the subjects.
28 Petrol engine system lessons are usually
noisy and uncomfortable for me.
29 I engage myself stylishly with other
assignments during Auto-mechanics
lessons.
30 I don‟t do any extra studies on Auto-
mechanics apart from the normal lessons.
clxxvii
APPENDIX J
LESSON NOTES FOR THE EXPERIMENTAL GROUP
LESSON NOTE FOR THE 2ND AND 3RD WEEK
SUBJECT : Petrol Engine
CLASS : Year One
DURATION : 60 mins
TOPIC : Identification of engine parts
Specific Objectives: It is expected that at the end of the lesson, the students should be
able to:
ii. State the function of the internal combustion engine
i. Mention the parts of the engine.
ii. Indicate where each part is located
iii. State the functions of each part
Instructional Material: Model of the parts of the engine.
Entry Behaviour: The teacher will as well talk briefly about the state of
automobile in the past decades and the recent development in
automobile industry. The teacher would also allow the students
to ask few questions on automobile.
Instructional Procedure:
Step I:- The teacher will dismantle the engine model as the students will be watching
with keen interest.
Step II:- After dismantling, the teacher will pick each engine part and show to the
students where such part is located.
clxxviii
Step III:- The teacher will tell the students the name of each engine part as well as their
function(s) until he/she finishes the parts identification.
Step IV:- The teacher will give general summary of the whole process and difficult
concepts and misconception would be clarified by him.
Step V:- The teacher will couple back the engine model and ask the students to try and
dismantle the engine as demonstrated by the teacher earlier.
Step VI:- The teacher will ask the students to name the engine parts and their functions
as earlier demonstrated to them.
Evaluation:- The students will ask general questions on the engine parts. The teacher
will then ask the students the following question:
i. Pick an engine part and mention the name of such part.
ii. Pick an engine part and show where it is located in the engine.
iii. What is the function of the crankshaft?
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LESSON NOTE FOR THE 4TH WEEK
SUBJECT : Petrol Engine
CLASS : Year One
DURATION : 60 mins
TOPIC : Coupling of engine parts
Specific Objectives: It is expected that at the end of the lesson, the students should be
able to:
i. Describe the processes involve in coupling engine parts.
Instructional Material: Dismantled engine model.
Entry Behaviour: The students would have studied identification and location of engine
parts. The teacher would ask few questions on the topics earlier treated.
That is, Identification of engine parts.
Instructional Procedure:
Step I:- The teacher will introduce the topic; show the students the dismantled engine
parts model. The teacher will couple the piston and connecting rod together
using gudgeon pin as the students‟ watches with keen interest.
Step II:- The teacher will couple the piston and connecting rod to the crankshaft as the
students‟ watches with keen interest.
Step III:- The teacher will couple the cylinder head to the engine block as the students‟
watches with keen interest.
Step IV:- The teacher will couple the flywheel to the engine block as the students‟
watches with keen interest.
Step V:- The teacher will give general summary of the whole process and difficult
concepts and misconception would be clarified by him.
Evaluation:- The teacher will give the students the opportunity to ask questions. The
teacher will then ask the students the following questions:
i. What are the processes involve in coupling the crankshaft to the
engine block?
ii. Explain the process of coupling the piston and the onnecting
rod.
clxxx
iii. State how the engine block can be coupled to the cylinder block.
LESSON NOTE FOR THE 5TH WEEK
SUBJECT : Petrol Engine
CLASS : Year One
DURATION : 60 mins
TOPIC : The four-stroke cycle
Specific Objectives: It is expected that at the end of the lesson, the students should
be able to:
i. Describe the basic working principles of the four-stroke
petrol engine.
Instructional Material: Model of the engine
Entry Behaviour: The teacher would ask few questions on the topics earlier
treated. That is, coupling of engine parts.
Instructional Procedure:
Step I:- The teacher will introduce the topic and also introduce the model to the
students.
Step II:- The teacher will show the students the movement of the crankshaft, the piston
and the connecting rod piston.
Step III:- The teacher will demonstrate to the students the operation of the four-stroke
cycle.
Step IV:- The teacher will give general summary of the whole process and difficult
concepts and misconception would be clarified by him.
Evaluation:- The teacher will give the students the opportunity to ask general
questions on the principle of operation of the system demonstrated.
The teacher will then ask the students the following questions:
i. Explain the four-stroke cycle.
clxxxi
ii. State the movement of the piston during the suction and
compression strokes.
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LESSON NOTE FOR THE 6TH WEEK
SUBJECT : Petrol Engine
CLASS : Year One
DURATION : 60 mins
TOPIC : Firing order of a four-stroke spark (four cylinders) ignition engine.
Specific Objectives: It is expected that at the end of the lesson, the students should
be able to:
i. Describe the action of the firing order four cylinders four-stroke
spark ignition engine.
ii. Describe the jumping of sparks in a spark plug.
Instructional Material: Model of the firing order of a four-stroke (four cylinders) spark
ignition engine.
Entry Behaviour: The students would have studied the four-stroke cycle operation. The
teacher would ask few questions on the topics earlier treated. That is,
four-stroke cycle
Instructional Procedure:
Step I:- The teacher will introduce the topic; show the students the model of the firing
order four-stroke (four cylinders) spark ignition engine.
Step II:- The teacher will explain the component of the model to the
students.
Step III:- The teacher will demonstrate to the students, the principle of
operation of the model.
Step IV:- As the model works, the teacher will direct the attention of the
students to the bottom of the spark plugs to see how the sparks jumps over
each other to indicate the firing order of a four-stroke cycle.
Step V:- The teacher will give general summary of the whole process and difficult
concepts and misconception would be clarified by him.
Evaluation:- The students will ask general questions on the firing order
of a four-stroke cycle. The teacher will then ask the students the following
question:
i. Explain the action of sparks in a four-stroke spark ignition engine.
clxxxiii
ii. State the firing order of a four-stroke four cylinder engine.
clxxxiv
APPENDIX K
LESSON NOTES FOR THE CONTROL GROUP
LESSON NOTE FOR THE 2ND AND 3RD WEEK
SUBJECT : Petrol Engine
CLASS : Year One
DURATION : 60 mins
TOPIC : Identification of engine parts
Specific Objectives: It is expected that at the end of the lesson, the students should be
able to:
i. State the function of the internal combustion engine
ii. Mention the parts of the engine.
iii Indicate where each part is located
iv. State the functions of each part
Instructional Material: Charts, lesson notes, chalkboard and chalk.
Entry Behaviour: The teacher will as well talk briefly about the state of
automobile in the past decades and the recent development in
automobile industry. The teacher would also allow the students to ask
few questions on automobile.
Instructional Procedure:
Step I:- The teacher will introduce the topic; show to the students the chart containing
diagram of each part of the engine.
Step II:- The teacher will tell the students the name of each of the part that makes up
the engine and its location.
clxxxv
Step III:- The teacher will explain in details the function of each of the engine part using
the chart.
Step IV:- The teacher will give general summary of the whole process and
difficult concepts and misconception would be clarified by him.
Evaluation:- The students will ask general questions on the engine parts. The teacher will
then ask the students the following question:
i. Point to an engine part in the chart and identify the name of such part.
ii. State the function of the identified part.
iii. Where does the part located in the engine?
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LESSON NOTE FOR THE 4TH WEEK
SUBJECT : Petrol Engine
CLASS : Year One
DURATION : 60 mins
TOPIC : Coupling of engine parts
Specific Objectives: It is expected that at the end of the lesson, the
students should be able to:
i. Describe the processes involved in coupling engine parts.
Instructional Material: Charts, lesson notes, chalkboard and chalk.
Entry Behaviour: The students would have studied identification and location of
engine parts. The teacher would ask few questions on the topics
earlier treated.
Instructional Procedure:
Step I:- The teacher will introduce the topic; show the students the chart containing
each engine part. The teacher will then explain to the students how the piston
and connecting rod can be coupled together using gudgeon pin.
Step II:- The teacher will explain to the students how the piston and connecting rod can
be coupled to the crankshaft.
Step III:- The teacher will explain to the students how the cylinder head can be coupled
to the engine block.
Step IV:- The teacher will explain to the students how the flywheel can be coupled to
the engine block.
clxxxvii
Step V:- The teacher will give general summary of the whole process and difficult
concepts and misconception would be clarified by him.
Evaluation:- The teacher will give the students the opportunity to ask questions. The
teacher will then ask the students the following questions:
i. What are the processes involve in coupling the crankshaft to the engine
block?
ii. Explain the process of coupling the piston and the connecting rod.
iii. State how the engine block can be coupled to the cylinder block.
clxxxviii
LESSON NOTE FOR THE 5TH WEEK
SUBJECT : Petrol Engine
CLASS : Year One
DURATION : 60 mins
TOPIC : The four-stroke cycle
Specific Objectives: It is expected that at the end of the lesson, the students should
be able to:
i. Describe the basic working principles of the
four-stroke petrol engine.
Instructional Material: Lesson notes, charts, chalkboard, and chalk.
Entry Behaviour: The teacher would ask few questions on the topics earlier
treated.
Instructional Procedure:
Step I:- The teacher will introduce the topic and explain in details the working
principles of a four-stoke cycle.
Step II:- The teacher will describe the action of the main components of the
four stroke cycle engines.
Step III:- The teacher will give general summary of the whole process and difficult
concepts and misconception would be clarified by him.
Evaluation:- The teacher will give the students the opportunity to ask general questions on
the principle of operation of the system demonstrated. The teacher will then
ask the students the following questions:
clxxxix
i. Explain the four-stroke cycle. ii. State the movement of the piston
during the suction and compression strokes.
cxc
LESSON PLAN FOR THE 6TH WEEK
SUBJECT : Petrol Engine
CLASS : Year One
DURATION : 60 mins
TOPIC : Firing order of a four cylinders four-stroke spark ignition engine.
Specific Objectives: It is expected that at the end of the lesson, the students should
be able to:
i. Describe the action of the firing order of a four cylinders
four-stroke spark ignition engine.
ii. State the firing order of a four cylinders four-stroke spark
ignition engine.
Instructional Material: Lesson notes, charts, chalkboard, and chalk.
Entry Behaviour: The students would have studied the four-stroke cycle
operation. The teacher would ask few questions on the topics
earlier treated.
Instructional Procedure:
Step I:- The teacher will introduce the topic; show the students the chart showing the
firing order of a four cylinders four-stroke spark ignition engine.
Step II:- The teacher will then explain in details the firing order of a four cylinder four-
stroke spark ignition sengine on the chalkboard.
Step III:- The teacher will give general summary of the whole process and difficult
concepts and misconception would be clarified by him.
cxci
Evaluation:- The students will ask general questions on the firing order of a four-stroke
cycle. The teacher will then ask the students the question state and explain the
action of the firing order of a four cylinders four-stroke spark ignition engine.
cxcii
APPENDIX L
ANSWERS TO THE PRE-TEST QUESTIONS
1. C 21. C
2. C 22. A
3. A 23. A
4. C 24. D
5. C 25. C
6. B 26. D
7. B 27. B
8. A 28. B
9. B 29. B
10. B 30. A
11. D 31. A
12. A 32. A
13. A 33. C
14. D 34. B
15. C 35. A
16. A 36. C
17. A 37. A
18 A 38. A
19. A 39. B
20. D 40. B
cxciii
APPENDIX M
ANSWERS TO THE POST-TEST QUESTIONS
1. C 21. C
2. D 22. B
3. D 23. A
4. A 24. A
5. A 25. A
6. C 26. C
7. A 27. A
8. B 28. A
9. A 29. D
10. B 30. C
11. A 31. A
12. A 32. C
13. A 33. C
14. C 34. B
15. B 35. D
16. B 36. D
17. B 37. B
18 B 38. A
19. C 39. B
20. A 40. A
cxciv
APPENDIX N
ITEM ANALYSIS OF AUTO-MECHANICS ACHIEVEMECT TEST
Item
no.
Correct
Answer
(*)
Upper
Group
Lower
Group
Diffi-
culty
Index
Discrimi-
nation
Index
Distractor Index Remark
A B C D
1 C 12 5 43 0.35 -0.10 -0.10 * -0.15 GOOD
2 C 15 9 60 0.30 -0.10 -0.10 * -0.10 GOOD
3 A 17 12 78 0.23 * -0.10 -0.05 -0.10 GOOD
4 C 12 6 45 0.30 -0.10 -0.10 * -0.05 GOOD
5 C 11 5 40 0.30 -0.10 -0.05 * -0.15 GOOD
6 B 10 6 40 0.20 -0.10 * -0.05 -0.05 GOOD
7 B 17 10 68 0.35 * -0.05 -0.10 -0.20 GOOD
8 A 13 4 43 0.35 * -0.15 -0.20 -0.10 GOOD
9 B 18 7 63 0.55 -0.25 * -0.20 -0.10 GOOD
10 B 6 2 20 0.20 -0.10 * -0.05 -0.05 GOOD
11 D 15 10 63 0.25 -0.10 -0.05 -0.10 * GOOD
12 A 10 4 35 0.30 * -0.20 -0.15 -0.10 GOOD
13 A 15 12 63 0.20 * -0.05 -0.05 -0.05 GOOD
14 D 14 4 45 0.50 -0.25 -0.10 -0.15 * GOOD
15 C 10 5 38 0.25 -0.25 -0.15 * -0.05 GOOD
16 A 6 2 20 0.20 * -0.05 -0.05 -0.10 GOOD
17 A 15 8 58 0.35 * -0.10 -0.15 -0.10 GOOD
18 A 11 7 45 0.20 * -0.05 -0.20 -0.05 GOOD
19 A 9 4 40 0.25 * -0.05 -0.05 -0.15 GOOD
20 D 14 7 53 0.35 -0.2 -0.05 -0.1 * GOOD
21 C 17 7 60 0.50 -0.2 -0.10 * -0.20 GOOD
22 A 12 8 50 0.20 * -0.15 -0.05 -0.10 GOOD
23 A 15 9 60 0.30 * -0.10 -0.10 -0.05 GOOD
24 D 11 6 43 0.25 -0.10 -0.10 -0.05 * GOOD
25 C 18 10 70 0.40 -0.10 -0.15 * -0.15 GOOD
26 D 10 4 35 0.30 -0.10 -0.10 -0.10 * GOOD
27 B 12 4 40 0.40 -0.10 * -0.10 -0.20 GOOD
28 B 15 6 53 0.45 -0.15 * -0.25 -0.05 GOOD
29 B 16 10 65 0.30 -0.15 * -0.10 -0.15 GOOD
30 A 17 12 73 0.25 * -0.05 -0.10 -0.20 GOOD
31 A 13 5 45 0.40 * -0.10 -0.05 -0.25 GOOD
32 A 13 4 43 0.45 * -0.05 -0.20 -0.20 GGOD
33 C 10 6 40 0.20 -0.05 -0.05 * -0.10 GOOD
34 B 18 14 80 0.20 -0.10 * -0.05 -0.05 GOOD
35 A 13 3 40 0.50 * -0.15 -0.15 -0.20 G00D
36 C 13 10 58 0.60 -0.05 -0.05 * -0.05 GOOD
37 A 8 4 30 0.20 * -0.05 -0.10 -0.05 GOOD
38 A 9 3 30 0.30 * -0.10 -0.10 -0.10 GOOD
cxcv
39 B 10 3 33 0.35 -0.05 * -0.15 -0.15 GOOD
40 B 11 7 45 0.20 -0.05 * -0.05 -0.05 GOOD
APPENDIX O
DETERMINING THE RELIABILITY COEFFICIENT OF AMAT USING PEARSON
PRODUCT MOMENT COEFFICIENT S/N FIRST TRIAL
TEST
(X)
SECOND
TRIAL TEST
(Y)
X2 Y
2 XY
1 5 7 25 49 35
2 1 3 1 9 3
3 1 2 1 4 2
4 2 3 4 9 6
5 1 2 1 4 2
6 5 4 25 16 20
7 1 3 1 9 3
8 5 6 25 36 30
9 4 4 16 16 16
10 1 3 1 9 3
11 1 5 1 25 5
12 2 3 4 9 6
13 1 3 1 9 3
14 4 7 16 49 28
15 3 6 9 36 18
16 3 5 9 25 15
17 2 4 4 16 8
18 5 7 25 49 35
19 2 3 4 9 6
20 4 8 16 64 32
21 2 5 4 25 10
22 1 5 1 25 5
23 3 7 9 49 21
24 1 4 1 16 4
25 3 6 9 36 18
26 2 5 4 25 10
27 1 3 1 9 3
28 6 4 36 16 24
29 2 6 4 36 12
30 4 7 16 49 28
TOTAL 78 140 274 738 411
cxcvi
Determining the estimate of the reliability of the instrument AMAT, using the Pearson
Product Moment Coefficient.
r = N∑XY - ∑X∑Y
[N∑X2 – (∑X)2] [N∑Y2 – (∑Y]2]
r = 30 x 411 – 78 x 140
[30 x 274 – (78)2] [30 x 738 – (140)2]
r = 12330 – 10920
(8220 – 6084) (22140 - 19600)
r = 1410
2136 x 2540
r = 1410
5425440
r = 1410
2329.26
r = 0.61
cxcvii
APPENDIX P
ITEM STATISTIC FOR THE RELIABILITY COEFFICIENT OF THE AUTO-
MECHANICS INTEREST INVENTORY (AMII)
ITEMS OF THE INSTRUMENT
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
STDS
1 2 3 2 3 2 2 3 2 3 1 2 2 1 2 2
2 1 2 2 1 2 3 2 3 1 3 2 3 3 3 3
3 4 3 3 3 3 1 3 3 4 2 3 1 2 1 2
4 3 3 4 3 4 2 3 4 3 1 3 2 1 2 1
5 2 2 2 2 1 3 1 3 2 3 2 1 1 2 2
6 3 2 2 3 3 2 3 2 3 1 2 2 1 2 2
7 1 2 1 1 2 2 2 3 1 2 1 2 2 2 2
8 2 3 2 3 2 1 3 3 2 2 3 2 2 2 2
9 3 2 2 3 2 2 2 3 3 1 3 1 1 2 1
10 2 1 2 1 1 2 1 1 2 2 2 1 1 2 2
11 2 2 2 2 2 2 2 2 2 1 3 2 2 1 1
12 1 2 2 1 2 3 2 3 1 3 2 2 3 2 2
13 2 3 2 4 3 2 2 3 1 3 3 2 3 2 3
14 3 2 2 3 2 2 3 2 2 1 2 1 1 2 1
15 2 2 2 2 1 3 1 3 2 3 3 1 1 2 2
16 3 2 3 4 2 3 3 3 2 2 3 2 2 3 3
17 1 2 2 1 2 2 2 2 1 3 2 2 3 3 2
18 3 2 1 3 2 1 3 2 2 2 3 1 2 1 2
19 2 2 2 2 2 2 2 2 2 1 2 1 1 2 1
20 2 2 2 3 1 2 1 2 2 2 2 1 3 2 2
21 2 2 1 2 2 2 2 2 1 1 3 2 2 2 2
22 1 2 2 1 2 3 2 3 1 3 2 3 2 2 2
23 3 1 2 2 3 2 2 2 2 2 2 1 2 1 2
24 2 2 2 1 2 2 3 2 3 1 2 1 1 1 1
25 1 2 1 2 1 2 1 2 2 2 2 1 1 1 2
26 2 2 2 1 3 2 1 2 2 1 2 1 1 1 1
27 1 2 2 1 2 2 1 3 1 1 2 2 3 1 2
28 2 3 3 2 3 1 3 2 2 2 3 1 2 1 2
29 2 2 1 3 2 2 2 3 3 1 3 1 1 2 1
30 2 1 1 1 1 2 1 1 2 1 2 1 1 2 2
S12 .78 .59 .67 .97 .74 .58 .78 .67 .81 .81 .56 .63 .78 .61 .59
cxcviii
ITEMS OF THE INSTRUMENT 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 GRAND
TOTAL
STD
1 1 3 2 3 3 3 2 2 2 3 2 3 3 2 1 67
2 2 3 3 2 2 3 3 3 3 3 2 3 1 2 2 70
3 3 2 3 2 1 3 1 2 2 2 1 3 1 2 1 67
4 2 3 3 3 2 3 3 2 3 3 3 3 2 3 2 79
5 1 2 2 3 2 3 2 2 2 2 2 2 2 2 2 60
6 2 3 2 2 2 3 2 3 3 3 2 3 2 2 2 69
7 2 2 2 2 1 2 1 1 2 2 1 2 1 1 1 49
8 2 2 3 2 2 2 3 2 3 2 3 3 2 3 2 70
9 1 3 2 2 3 2 3 2 2 3 3 3 3 2 3 68
10 2 2 3 2 1 2 2 2 2 1 2 1 1 2 1 49
11 3 1 2 1 1 2 1 2 1 2 1 2 1 2 1 51
12 2 2 2 2 2 2 1 2 3 2 3 3 2 2 1 62
13 2 4 3 2 3 2 2 3 3 3 2 3 3 3 3 79
14 2 3 2 2 2 3 1 3 2 2 2 2 1 2 2 60
15 3 2 2 2 3 2 1 2 2 2 1 2 3 2 1 60
16 2 2 2 2 3 2 3 3 3 2 3 2 2 2 2 75
17 1 2 2 2 2 3 2 2 2 2 1 2 2 2 2 59
18 2 2 2 2 2 2 2 3 2 2 2 2 1 2 1 59
19 3 2 2 2 1 2 1 2 1 1 1 2 1 2 1 50
20 2 3 2 2 2 3 2 2 2 2 3 2 2 1 1 60
21 1 2 2 2 2 2 3 2 2 3 2 3 2 2 2 61
22 2 2 2 2 2 2 2 2 3 2 2 2 1 2 2 60
23 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 51
24 1 2 2 2 1 2 1 1 2 2 2 2 2 1 1 50
25 1 2 1 2 2 2 2 1 1 2 2 2 2 1 2 48
26 1 2 2 2 2 1 2 2 2 2 2 1 2 1 1 48
27 2 2 1 2 1 1 1 1 2 2 1 1 1 2 1 47
28 1 2 2 2 2 2 2 2 3 2 2 2 2 2 1 61
29 1 3 2 2 3 2 3 2 2 2 2 2 3 1 2 59
30 2 1 2 2 2 3 2 3 1 1 2 1 1 2 1 47
S12 .68 .64 .55 .37 .69 .58 .76 .61 .66 .57 .69 .66 .69 .55 .63 19.90
cxcix
The calculation of the standard deviation and the variance of the
total scores of the AMII
X
F
FX
(MEAN)
X
X – x
(X – x)2
∑F(X – x)2
47 2 94 59.8 -12.8 163.84 327.68
48 2 96 59.8 -11.8 139.24 278.48
49 2 98 59.8 -10.8 116.64 233.28
50 2 100 59.8 -9.8 96.04 192.08
51 2 102 59.8 -8.8 77.44 154.88
59 3 177 59.8 -0.8 0.64 1.92
60 5 300 59.8 0.2 0.04 0.2
61 2 122 59.8 1.2 1.44 2.88
62 1 62 59.8 2.2 4.84 4.84
67 2 134 59.8 7.2 51.84 103.68
68 1 68 59.8 8.2 67.24 67.24
69 1 69 59.8 9.2 84.64 84.64
70 2 140 59.8 10.2 104.04 208.08
75 1 75 59.8 15.2 231.04 231.04
79 2 158 59.8 19.2 368.64 727.28
TOTAL 30 1795 2618.2
∑FX
Mean =
∑F
= 1795
30
= 59.8
∑F(X – x)2
SD =
N-1
2618.2
=
30-1
cc
2618.5
=
29
= 90.28
= 9.5016
Variance (S2) = (9.5016)2
= 90.28
Determining the estimate of reliability of the instrument (AMII) using the
Cronbach‟s Alpha Reliability Coefficient.
α = n
n-1 1- ∑S12
S2
Where,
S12 = Number of single item of the instrument
N = Number of items of the instrument
S2 = Variance of the total test score
N = 30
S12 = 19.90
S2 = 90.28
n 1 - ∑S12
α =
n -1 S2
cci
30 1 – 19.90
=
30-1 90.28
= 30
1 – 0.220425
29
= 1.03448 X 0.779575
= 0.8064
= 0.81
ccii
APPENDIX Q
Summary of Mean Standard Deviation for Research Questions 1-3 Group Ability Sex Pre-test Post-test Experimental High Male Mean 4.4074 36.0741
Std. Deviation 0.9306 1.66239
N 27 27
Female Mean 4.5000 34.8333
Std. Deviation 0.8366 2.31661
N 6 6
Total Mean 4.4242 35.8485
Std. Deviation 0.9024 1.82211
N 33 33
Low Male Mean 4.2941 35.0588
Std. Deviation 0.8714 1.55585
N 34 34
Female Mean 3.7778 35.4444
Std. Deviation 0.9718 1.01379
N 9 9
Total Mean 4.1860 35.1395
Std. Deviation 0.9065 1.45703
N 43 43
Total Male Mean 4.3443 35.5082
Std. Deviation 0.8923 1.66956
N 61 61
Female Mean 4.0667 35.2000
Std. Deviation 0.9612 1.61245
N 15 15
Total Mean 4.2895 35.4474
Std. Deviation 0.9065 1.65243
N 76 76
Control High Male Mean 4.6154 23.1923
Std. Deviation 0.7524 2.15442
N 26 26
Female Mean 4.0000 22.3333
Std. Deviation 1.7321 2.51661
N 3 3
Total Mean 4.5517 23.1034
Std. Deviation 0.8696 2.16044
N 29 29
Low Male Mean 3.9211 18.1579
Std. Deviation 1.0496 2.83345
N 38 38
Female Mean 4.4000 16.8000
Std. Deviation 0.8432 2.29976
N 10 10
Total Mean 4.0208 17.8750
Std. Deviation 1.0208 2.76471
N 48 48
Total Male Mean 4.2031 20.2031
Std. Deviation 0.9949 3.57318
N 64 64
Female Mean 4.3077 18.0769
Std. Deviation 1.0316 3.30307
N 13 13
Total Mean 4.2208 19.8442
Std. Deviation 0.9950 3.59848
N 77 77
cciii
APPENDIX R
Summary of Mean Standard Deviation for Research Questions 4-6 Group Ability Sex Pre-test Post-test
Experimental High Male Mean 124.3704 146.0370
Std. Deviation 1.00568 1.53125
N 27 27
Female Mean 124.5000 144.0000
Std. Deviation 0.83666 1.41421
N 6 6
Total Mean 124.3939 145.6667
Std. Deviation 0.96629 1.68943
N 33 33
Low Male Mean 124.5882 145.0882
Std. Deviation 1.39518 1.52490
N 34 34
Female Mean 123.7778 144.4444
Std. Deviation 0.97183 2.00693
N 9 9
Total Mean 124.4186 144.9535
Std. Deviation 1.34930 1.63231
N 43 43
Total Male Mean 124.4918 145.5082
Std. Deviation 1.23319 1.56769
N 61 61
Female Mean 124.0667 144.2667
Std. Deviation 0.96115 1.75119
N 15 15
Total Mean 124.4079 145.2632
Std. Deviation 1.19083 1.68419
N 76 76
Control High Male Mean 124.4231 143.2692
Std. Deviation 1.02657 2.03091
N 26 26
Female Mean 124.0000 132.0000
Std. Deviation 1.73205 3.00000
N 3 3
Total Mean 124.3793 142.1034
Std. Deviation 1.08278 4.08505
N 29 29
Low Male Mean 123.7632 138.1842
Std. Deviation 1.05098 2.79822
N 38 38
Female Mean 124.1000 134.3000
Std. Deviation 1.10050 5.14350
N 10 10
Total Mean 123.8333 137.3750
Std. Deviation 1.05857 3.71097
N 48 48
Total Male Mean 124.0313 140.2500
Std. Deviation 1.08333 3.54562
N 64 64
Female Mean 124.0769 133.7692
Std. Deviation 1.18754 4.72858
N 13 13
Total Mean 124.0390 139.1558
Std. Deviation 1.09354 4.46349
N 77 77
cciv
Content
Knowledge Comprehension Application Analysis Synthesis Synthesis Evaluation No of questions
20% 30% 20% 20% 5% 5% The four stroke
operation (30%) 2 4 2 2 1 1 12
Cylinder head and
block assembly
(10%)
1 1 1 1 - - 4
Piston and
connecting rod
assembly (30%)
2 4 2 2 1 1 12
Crankshaft (20%) 2 2 2 2 - - 8 Flywheel disc and
clutch plate
assembly (10%)
1 1 1 1 - -
4
8 12 8 8 2 2 40
The theoretical framework of this research is as well rooted on its philosophical foundation.
According to Ezeh (2006), the Nigeria‟s philosophy of education is dynamic in line with the
cotemporary social needs of the society. He further stated that the school curricula are
reflections of the philosophy of education and thus focused on equipping the child to meet
the challenges of the changing society. According to the Federal Government Nigeria (2004)
in her National Policy on Education clearly spelt-out the Nigeria‟s philosophy of Education.
From the national philosophy, the national educational goals were derived to include the
following:
(a) the inculcation of national consciousness and national unity;
(b) the inculcation of the right type of values and attitudes for the survival of the
individual and the Nigerian society;
(c) the training of mind in understanding of the world around; and
ccv
(d) the acquisition of appropriate skills and the development of mental, physical and
social abilities and competencies as equipment for the individual to live in and
contribute to the development of his society.
In other to achieve the above goals, according to Okafor (1984), there have been
changes in the school curriculum with respect to the objectives, content, methodology and
evaluation of the new curricula. The changes according to him are in line with the philosophy
of pragmatism. Okafor further stated that the present Nigeria‟s philosophy of Education
emphasizes pragmatism. According to Ezeh (2006), the pragmatists believe that the
curriculum should be result-oriented and problem-solving based. They believe that changing
what should be changed should be the most important consideration in the implementation of
the curriculum. Abiogu (2005) cited in Ezeh (2006) stated that knowledge should be
vindicated by its applications to specific situations and its relevance to the solutions of
particular problems - in human cosmic experience. The pursuit of knowledge should be
determined by the usefulness of the knowledge in practical circumstances.
Ali (1983) emphasize that there have been series of calls by educators, researchers,
parents, students that teaching-learning processes be geared towards problem-solving. Alli
further stressed that there is the need to teach the students the ability to apply the learned
concepts and principle to solve the day to day problem of child environment. This is with a
view to achieving the set national educational objectives in line with the country‟s
philosophy of education. According to Akpata (1991), the change in the school curriculum in
line with the new national policy, introduced methodological guide in the curriculum, with a
view to inducing the achievement of the national objectives. It was recommended in the
methodological guide that the method of instruction should be actively based and child
ccvi
centred. The guide recommended the use of field-work, projects, models, field observations,
increase the use of teaching aids, games and simulation and local studies. It also stressed that
such strategies recommended are those that will facilitate the achievement of the national
educational objectives derived from the country‟s philosophy of education.
Put this in your conclusion
The review of literature revealed that the use of models arouses students‟ interest and
consequently, enhances greater achievement.
However, the degrees of students‟ behaviour towards auto-mechanics trade are largely
determined by the kind of interest developed by the students for automobile trade. Students
who have positive interest performed better compare to those that showed negative interest.
The negative interest enhanced poor performance.
General Description of Data
The descriptive statistics of data for the post treatment assessment of academic
achievement and interest by experimental group, gender and ability of participants are
presented in tables 4 and 5 below.
Table 4: Descriptive statistics of post-test assessment of academic achievement by
experimental group, gender and ability of participants.
Group/Treatment Ability Sex Post-test
Experimental High Male Mean 36.0741
Std. Deviation 1.66239
N 27
Female Mean 34.8333
Std. Deviation 2.31661
N 6
Total Mean 35.8485
Std. Deviation 1.82211
N 33
Low Male Mean 35.0588
Std. Deviation 1.55585
N 34
ccvii
Female Mean 35.4444
Std. Deviation 1.01379
N 9
Total Mean 35.1395
Std. Deviation 1.45703
N 43
Total Male Mean 35.5082
Std. Deviation 1.66956
N 61
Female Mean 35.2000
Std. Deviation 1.61245
N 15
Total Mean 35.4474
Std. Deviation 1.65243
N 76
Control High Male Mean 23.1923
Std. Deviation 2.15442
N 26
Female Mean 22.3333
Std. Deviation 2.51661
N 3
Total Mean 23.1034
Std. Deviation 2.16044
N 29
Low Male Mean 18.1579
Std. Deviation 2.83345
N 38
Female Mean 16.8000
Std. Deviation 2.29976
N 10
Total Mean 17.8750
Std. Deviation 2.76471
N 48
Total Male Mean 20.2031
Std. Deviation 3.57318
N 64
Female Mean 18.0769
Std. Deviation 3.30307
N 13
Total Mean 19.8442
Std. Deviation 3.59848
N 77
ccviii
The findings of this study indicated various post-test mean academic achievement
scores and standard deviations for male and female participants with high and low ability
under the different treatment groups used in this study.
Table 4 indicated that male subjects (n = 61) had a mean academic achievement score
of 55.5082 and standard deviation of 1.66956 as against that of the female subjects (n = 12)
who had a mean academic achievement score of 35.2000 and a standard deviation of
1.61245. This implies that gender of participants has no effect on the academic achievement
of the auto-mechanics work students.
Data revealed on table 4 also showed that students with high ability (n = 33) had a
mean academic achievement score of 35.8485 and standard deviation of 1.82211. However,
students with low ability (n = 43) had a mean academic achievement score of 35.1395 and a
standard deviation of 1.45703. The implication of this is that ability level of students has no
influence on the academic achievement because both students with high ability and low
ability performed equally.
Table 2 Descriptive statistics of post-test assessment of interest by experimental
group, gender and ability of participants.
Treatment Gender Ability N Mean Std. Deviation
Experimental
group
Male
Low ability 22 76.7727 6.78185
High ability 39 77.7436 5.90592
Total 61 77.3934 6.19752
Female
Low ability 6 80.0000 5.65685
High ability 9 78.2222 5.80469
Total 15 78.9333 5.61206
Total
Low ability 28 77.4643 6.59676
High ability 48 77.8333 5.82852
Total 76 77.6974 6.08171
ccix
Control group
Male
Low ability 33 58.6970 6.58353
High ability 31 61.1935 9.31815
Total 64 59.9063 8.05875
Female
Low ability 8 58.0000 10.29563
High ability 5 62.0000 12.51000
Total 13 59.5385 10.86750
Total
Low ability 41 58.5610 7.30085
High ability 36 61.3056 9.61196
Total 77 59.8442 8.51479
Total
Male
Low ability 55 65.9273 11.11031
High ability 70 70.4143 11.20364
Total 125 68.4400 11.34034
Female
Low ability 14 67.4286 14.03684
High ability 14 72.4286 11.57394
Total 28 69.9286 12.87814
Total
Low ability 69 66.2319 11.66461
High ability 84 70.7500 11.22054
Total 153 68.7124 11.60630
The results in Table 2 above revealed the mean interest scores and standard deviations
for male and female participants with low and high ability under the different treatment
groups used in this study.
Results indicated that male subjects with low ability (n =55) had a mean interest score
of 28.49 and standard deviation of 11.11. However, male subjects with high ability (n = 70)
had a mean interest score of 70.4143 and a standard deviation of 11.20. Female subjects with
low ability (n = 14) had a mean interest score of 67.43 and a standard deviation of 14.04;
while female subjects with high (n = 14) had a mean interest score of 72.43 and standard
deviation of 11.57. The implication of this is that ability of students has influence on their
interest because students with high ability have higher interest than students with low ability.
Furthermore, male subjects (n = 125) had a mean interest score of 68.44 and standard
deviation of 11.34 as against that of the female subjects (n = 28) who had a mean interest
ccx
score of 69.93 and a standard deviation of 12.88. This implies that gender of participants has
no effect on their interest.
Osho (2007) saw also the need to improving the academic standard of auto-mechanics
work students in the technical colleges so that they can perform better in their final NABTEB
examination. He further stressed that the achievement of the students start from the
classroom and that technical college teachers should teach the students with appropriate
teaching strategy that would be used to pass across knowledge and skills rather than the usual
traditional method.
This may be due to the facts according to Aina (2000) that the weakness of the traditional
teaching method partly contributed to the poor performance of students in trade subjects in
the National Business and Technical Education Board (NABTEB) examination over the
years and also at work place when eventually employ on graduation.