Abstract
The poor academic achievement of both male and female students in technical colleges in Nigeria has been a major concern to researchers. The use of effective instructional method in technical colleges will enhance students?? academic achievement irrespective of gender. This demands that teachers in technical colleges would adopt instructional methods that would improve the academic achievement of both male and female students in auto mechanics technology in technical colleges. The study therefore, investigated the effect of gender on academic achievement and retention among male and female students in auto mechanics technology in technical colleges in Delta State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted the quasi-experimental research design. Specifically, the pre-test post-test non-equivalent control group experimental design was used. Population of the study was 237 vocational II auto mechanic students in the six technical colleges in Delta State. A sample of 114 was used for the study. Instrument for data collection was Auto Mechanic Achievement Test (AMAT). The instrument was validated by three experts (two from Technology and Vocational Education Department and one from Measurement and Evaluation unit of Educational Foundation Department all in Nnamdi Azikiwe University Awka. The reliability coefficient of Auto Mechanics Achievement Test (AMAT) was established using Kunder Richardson 21 Formula and the reliability coefficients of 0.75 was obtained. Arithmetic mean was used to analyse data relating to research questions, while analysis of covariance ANCOVA was used to test the null hypotheses. Findings revealed that male and female students taught auto mechanics technology using cognitive apprenticeship instructional method achieved and retained better than those taught using demonstration method. Conclusion was drawn that cognitive apprenticeship instructional method is an innovative and effective mode of instruction with capacity to improving both male and female students learning outcome. Consequently, it was recommended among others that technical teachers should use cognitive apprenticeship instructional method in teaching auto mechanics course so as to enhance both male and female students?? academic achievement and knowledge retention in auto mechanics course. It was also recommended that school administrators should provide opportunities for in-service training in order to equip technical teachers with the competencies needed in the use of cognitive apprenticeship instructional method for teaching and learning auto mechanics trade in technical colleges.
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