EFFECT OF PROBLEM-BASED INSTRUCTIONAL STRATEGY ON STUDENTS PERFORMANCE IN AUTO-MECHANIC WORKS IN EDO AND DELTA STATES

Abstract

The study investigated the effects of problem-based instructional strategy on students’ academic performance in auto-mechanic works in Technical Colleges in Edo and Delta States. One research question guided the study and one hypothesis was formulated and tested at 0.05 level of significance. Quasi experimental research design non-randomized control groups were used for the study. The population of the study was 177 Voc. II Auto-mechanic Works students of Government Science and Technical Colleges (GSTC) in Edo and Delta States. A sample of 85 was purposively selected for the study. The instrument for data collection was Auto-Mechanic Achievement Test (AMAT). The instrument was subjected to content validity by three experts, from Department of Vocational and Technical Education. The reliability of the instrument was established by using 20 year II Auto-mechanic Works students. The reliability coefficient of .81 was achieved. Mean (x̅) was used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test all the hypotheses at .05 level of significance. Findings reveals that the post-test mean scores of students who were taught Auto-mechanic Works using problem-based instructional strategy was higher than those taught using conventional teaching method in Auto-mechanic Works. Based on these findings, the recommendations were made amongst which is that problem-based instructional strategy should be adopted as instructional strategies in learning Auto Mechanic Works in technical colleges in Edo and Delta States.