Abstract
The understanding and learning retention of electronics works being one of the major subjects offered in technical colleges is a key confirmation on the general performance of electronic subjects in technical colleges. This study was set out to determine the effect of three modes of teaching on students?? learning retention in electronics works in technical colleges in Rivers State. The study also examined the influence of location on students?? learning retention in electronics works. Two research questions guided the study, while two hypotheses were tested at 0.05 level of significance. The design of the study was pre-test, post-test non-equivalent control group quasi-experimental study. A sample size of 174 students drawn from a population of 267 students in Rivers State technical colleges was used. To obtain the sample, two technical colleges were purposively selected. Three intact classes were randomly selected and assigned to experimental group 1, experiment group 2 and control group. The Electronics Works Retention Test (EWRT) of 30 question items was the instrument used for the study. The instrument was validated by three experts in technology and vocational education. A reliability coefficient of 0.67 was obtained using Kuder- Richardson 20 and Pearson??s Product Moment Correlation methods. Data collected were analysed using mean with standard deviation to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. It was found that students taught with improvised instructional resources mode of teaching retained better in electronics works.
Conflict of Interest
The authors declare no conflict of interest.
Ethical Approval
Not applicable
Data Availability
The datasets used in this study are openly available at [repository link] and the source code is available on GitHub at [GitHub link].
Funding
This work did not receive any external funding.
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