EFFECT OF STUDENT-INTERACTION PATTERNS ON STUDENTS’ ACADEMIC PERFORMANCE IN BASIC TECHNOLOGY IN EDO STATE SECONDARY SCHOOLS

  • Jane Itohan Oviawe Department of Vocational and Technical Education Ambrose Alli University, Ekpoma, Edo State, Nigeria

Abstract

This study investigated the effect of student-interaction patterns on students academic performance in Basic Technology in Edo State junior secondary schools using non-equivalent control group quasi experimental research design. Two research questions and two null hypotheses guided the study. The study was conducted in Edo State. A sample size of 138 vocational II students was drawn using purposive sampling technique and used for the study. Three groups were used for this study; they are student-student interaction, student-teachers interaction and student material interaction patterns. The instrument for data collection was Basic Technology Achievement Test (BTAT). The research questions were answered using Mean and standard deviation while Analysis of Covariance (ANOVA) was used to test the hypotheses at .05 level of significance. Findings from the study revealed that there was significant mean effect of instructional strategies on students mean performance score in Basic Technology; there was no significant mean effect of gender on students’ Mean performance score in Basic Technology. In line with the findings of the study, the educational implication of the findings were highlighted and it was recommended among others that Basic Technology teachers should be trained on how best to involve students in student-student interaction patterns during instructions to facilitate students’ academic performance in the subject. This could be achieved through in-service training such as conferences, seminars and workshops for technical teachers.

References

Anaekwe, M.C. (1996). Examining the effect of students interaction patterns on cognitiveachievement, retention and interest. Unpublished Ph.D thesis, University of Nigeria, Nsukka.
Anikweze, C.M. (2010). Measuring and evaluating for teacher education (2nd ed.). Enugu:SNAAP Press Ltd.
Asaf, N. & Zahoo, U.R. (2017). Effects of peer tutoring strategy and students success in
mathematics. Journal of research and reflection in education, 11 (1), 15-30.
Borich, G. (2008). Characteristics of effective teaching, in; N. Salkind (Ed.). Encyclopaedia of educational psychology. Thousand Oaks, LA: Sage publications
Daniella, L.M., Fulcher, M. & Weisgram, E.S. (2014). Sex-typed personality traits and gender identity as predictors of young adults, career interest achievers sexual behaviour, 43, 493-505.
Driver, R.G., & Oldham, V. (1986). A constructivist approach to curriculum development. Science Studies in School Education (12), 105 – 122.
Ezenwosu, S.U. & Nwogu, L.N. (2013). Efficacy of peer tutoring and gender on students’achievement in biology. International journal of scientific and engineering research, 4 (12),
944-950.
Federal Republic of Nigeria (2014). National policy on education. Lagos: NERDC.
Flander, (1970). Flander’s interaction. Retrieved from www.infibeam.com/Books/info/Jack-R-Fraenkel/How-to-Design-and-Evaluate-research-in/
Ibe, E. & Nwosu, A.A. (2003). Effect of guided inquiry and demonstration on science process skills acquisition among biology students in secondary schools. Journal of science teachers
association of Nigeria, 36 (2), 58-63.
Kalu, M.O. (2009). Effect of material and non-material reinforcement on students’ learning outcomes in physics. Journal of research in science teaching, 12 (4), 408-413.
Lestari, L. & Syafari, M. (2019). Effect of reciprocal peer tutoring strategy assisted by geogebra on students mathematical communication ability reviewed from gender. Education quarterly
reviews, 292-298
Lockwood, J.B. (2008). Exploring student-teacher interactions in longitudinal achievement data. Cooperation and individualization (2nd ed.). new Jersey: Eagle Wood Diff.
Madu. B. C. (2003). Effects of a constructivist-based instructional model and students’
conceptual change and retention in physics. Unpublished Ph.D Thesis, Su Department of Science Education, University of Nigeria, Nsukka.
Moemeke, C. D. & Omoifo, C.N. (2003). The effectiveness of individualized collaborative fieldwork and expository learning on biology students’ ability to solve problems. The Jos Journal of Education 6(2), 84 – 94.
Mohammed, l. (2005). Patterns of classroom interaction at different educational levels in the light of Nigeria. Journal of personality study and group behaviour, 23 (1), 52.56. NECO (2017).
Ndirika, M.C. & Ubani, C.C. (2017). Effect of peer tutoring teaching strategy and academic achievement of secondary school biology students in Umuahia education zone, Nigeria. IOSR journal of research method in education, 7 (3), 72-78. Retrieved from http://www.iosrjournals.org.
Nnamani, P.A., Akabogu, U. J. Ulloh-Bethel, C.A. & Ede, O.M. (2018). Effect of reciprocal peer tutoring on computer students’ achievement in expository essay writing: Implication for school counselling. International journal of applied engineering research, 13 (21), 15102-15107.

Nwagbo, C.R. & Okoro, C. (2000). Effect of classroom interaction patterns on students’
achievement in biology students. Journal of science teachers association of Nigeria, 36 (1), 43-51.
Nwanekezie, A.U.D. (2004). Effect of students interaction pattern on cognitive achievement in primary science. Unpublished Ph.D thesis, Department of Science Education, University of Port Harcourt
Nzewi, U.M. (2010). It’s all in the brain of gender and achievement in science and technology education. 51st inaugural lecture of the University of Nigeria, Nsukka.
Obiekwe, O.F. (2008). Effect of constructivist-based instructional model on senior secondary students achievement in biology. STAN proceedings of the 50th anniversary conference, 18-32.
Ogundola, I.P. (2017). Effect of peer tutoring strategy on academic achievement of senior secondary school students in technical drawing in Nigeria. British journal of education, society and behavioural science, 19 (1), 1-10. Retrieved from http://www.sciencedomain.org.
Ogunleye, B.O. & Babajide, V.F.T. (2011). Commitment to science and gender as determinants of students’ achievement and practical skills in physics. Journal of the science teachers association of nigeria, 46 (1), 125-135.
Okebukola, P.A.O. (1986). Cooperative learning and students’ attitudes to laboratory work. School Science and Mathematics (86), 501 - 509.
Okeke, E.A. (2007). Making science education accessible to all. 23rd inaugural lecture of the University of Nigeria, Nsukka.
Okoro, A.U. (2011). Effect of interaction patterns on achievement and interest in biology among secondary schools in Enugu State, Nigeria. Unpublished M.Ed thesis, Department of Science Education, University of Nigeria, Nsukka.
Okwo, F.A. & Otunbar, S. (2007). Influence of gender and cognitive styles on achievement of students in physics easy test. Journal of science teachers association of Nigeria, 42 (1 & 2),
133-138.
Oludipe, O.I. (2012). Gender difference in Nigerian junior secondary students’ academic achievement in basic science. Journal of education and social science, 2 (1), 93-99.
Oviawe, J.I. (2008). Effect of peer-tutoring-assisted instruction on students’ academic
achievement in introductory technology. FCT Education Secretariat Journal of
Curriculum Studies and Instruction 1 (1), 77 – 84
Oviawe, J.I., Ezeji, S.C.O.A., & Uwameiye, R. (2015). Comparative effectiveness of three methods on the academic performance of students in building technology in Nigerian polytechnics. European Scientific Journal 11 (12), 274–285.
Oviawe, J.I., Ezeji, S.C.O.A., & Uwameiye, R. (2016). Effects of cooperative learning on building technology students’ acquisition of workplace skills. Indian Journal of Vocational Education 20 & 21 (1), 77-88.
Reiness, O. (1998). The social development of the intellect. Oxford: Pergamon Press.
Ukadike, O.J. (2005). Effects of instructional methods, prior knowledge and sex on
studies achievement. Unpublished M.Ed. Project, Department of Educational Psychology and Curriculum Studies, University of Benin, Benin City.
Published
2020-07-29
How to Cite
OVIAWE, Jane Itohan. EFFECT OF STUDENT-INTERACTION PATTERNS ON STUDENTS’ ACADEMIC PERFORMANCE IN BASIC TECHNOLOGY IN EDO STATE SECONDARY SCHOOLS. Journal of Technology and Operations Management, [S.l.], v. 15, n. 1, p. 1-14, july 2020. ISSN 2590-4175. Available at: <http://e-journal.uum.edu.my/index.php/jtom/article/view/11041>. Date accessed: 30 oct. 2020.