VOCATIONAL TEACHERS EDUCATION - University of Nigeria

i

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

ii

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.

----------------------------------- ----------------------------------------

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






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


Scores of Gender Group exposed to Experimental Condition 65


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


Between the Mean Achievement Scores of Male and Female students

taught with Models 71


Between the Mean Achievement Scores of High Ability and Low Ability

students taught with Models 72


Between the Mean Interest Scores of Students taught with Models and

those taught without Models. 73


Between the Mean Interest Scores of Male and Female taught with Models 74


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


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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


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

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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

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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:

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(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

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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.

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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

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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

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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

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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

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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

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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.

http://www.ist.ucf.edu/background.htm%202006

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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

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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

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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

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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

lix

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.

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


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


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.

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Research Questions 6

Which of the group according to their level of ability indicates much interest in petrol


Table 7

Mean and Standard Deviation of the Pre-Test and Post-Test Interest Scores of Ability Levels


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.


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



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.



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


Table 12


Scores of Male and Female Taught with Models



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


condition.

Table 13


Scores of High Ability and Low Ability Students exposed to Experimental Condition



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


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


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


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


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


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


Adesoba.

- - - 28 7 35 35


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.

cxxxvi

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

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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


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


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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


12. The base of the poppet valve is called

(a) The land

(b) The trunk

(c) The tip


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

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


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


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


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


23. The piston apex is called

(a) The crown

cxlv

(b) The tip

(c) The roof


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


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


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


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


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.


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


cli

APPENDIX E


(USED FOR THE PRE-TEST)


Class: ------------

Time Allowed: -----------------------------------------------------------------


Name of Student: ------------------------------------------------------------




you.

1 Aluminium-alloy pistons are produced in two main forms. These are




(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


(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







6. The closure of the inlet valve causing the sealing of the cylinder occur





7. Four stroke engine gives quieter running due to the fact that




(d) Four stroke has one power for four revolution of the crankshaft




(c) Liable to vibrate with low intensity

(d) Liable to vibrate with no intensity

cliv





(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



(b) Power stroke

(c) Exhaust stroke

(d) Compression stroke


(a) The land

(b) The trunk

(c) The tip

(d) The bottom



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


(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


(a) Piston

(b) Cylinder head

(c) Crankshaft

(d) Connecting rod



(b) The flywheel

(c) The camshaft

(d) The oil pump

17. When the engine is running, the rotor moves in a/an






(a) Crankshaft

(b) Rotor

(c) Wheel shaft

(d) Push rod

clvi


of the

(a) Cylinder

(b) Piston

(c) Connecting rod

(d) Sleeve








centre


centre


(d) Chemical reaction as the exhaust valve opens at the top dead centre


called

(a) Ring flutter

(b) Ring gap

(c) Front gap

(d) Pressure gap


(a) The crown

clvii

(b) The tip

(c) The roof

(d) The top


(a) Cast iron

(b) Steel alloys


(d) Copper alloys















(d) Will reduce the amount of fuel entering the carburetor.




clviii


(d) Piston defects


(a) 360º

(b) 180º

(c) 120º

(d) 270º




(c) Heat protector

(d) Oil sieve in the engine



(b) The sump

(c) The gudgeon pin

(d) Connecting rod







(a) Camshaft

(b) Connecting rod

(c) The crankshaft

clix

(d) Cylinder block


(a) Piston rings

(b) Gudgeon pin

(c) Steel rod

(d) Iron rod





(d) To obey Newton‟s first law of motion








(b) The sump


(d) The gasket




(c) Absorption of heat

(d) Weighting qualities

clx



(a) Suction stroke

(b) Power stroke


(d) Exhaust stroke

40. The flywheel consists of a steel or cast iron disc with a very heavy rim and form




(d) Three driving face of the clutch assembly

clxi

APPENDIX F


(USED FOR THE POST-TEST)


Class: --------------------------------------------------------------------------

Time Allowed: -----------------------------------------------------------------


Name of Student: ------------------------------------------------------------




you.



centre


centre


(d) Chemical reaction as the exhaust valve opens at the top dead centre






clxii








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







(a) Camshaft

(b) Connecting rod

(c) The crankshaft

(d) Cylinder block




(c) Absorption of heat

(d) Weighting qualities

clxiii





(d) Piston defects


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






of the

(a) Cylinder

(b) Piston

(c) Connecting rod

(d) Sleeve


(a) The crown

(b) The tip

(c) The roof

clxiv

(d) The top





(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




(d) Four stroke has one power for four revolution of the crankshaft


(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

clxvi



(a) Suction stroke

(b) Power stroke


(d) Exhaust stroke







(a) Weight

(b) Heat

(c) Vibration

(d) Tension


(a) Piston

(b) Cylinder head

(c) Crankshaft

(d) Connecting rod





(d Wear and tear of moving parts is greater

clxvii


(a) The land

(b) The trunk

(c) The tip

(d) The bottom




(c) Heat protector

(d) Oil sieve in the engine

25 When the engine is running, the rotor moves in a/an





26 Compression rings are used to make the piston

(a) Stronger

(b) Lighter

(c) A gas-tight fit

(d) Rotate freely



(b) The sump


(d) The gasket


clxviii



(c) Liable to vibrate with low intensity

(d) Liable to vibrate with no intensity



(b) Power stroke

(c) Exhaust stroke

(d) Compression stroke

30. Aluminium-alloy pistons are produced in two main forms. These are




(d) Split-skirt and joint skirt



(b) The flywheel

(c) The camshaft

(d) The oil pump








clxix





34. The flywheel consist of a steel or cast iron disc with a very heavy rim and form




(d) Three driving face of the clutch assembly


(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


(a) Cast iron

(b) Steel alloys


(d) Copper alloys


(a) 360º

(b) 180º

(c) 120º

(d) 270º


clxx

(a) Crankshaft

(b) Rotor

(c) Wheel shaft

(d) Push rod





(d) Will reduce the amount of fuel entering the carburetor.



(b) The sump

(c) The gudgeon pin

(d) Connecting rod

clxxi

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: ------------------------------------------------------------


Class: --------------------------------------------------------------------------

Time Allowed: -----------------------------------------------------------------


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?

clxxix

LESSON NOTE FOR THE 4TH WEEK


CLASS : Year One

DURATION : 60 mins

TOPIC : Coupling of engine parts


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.


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


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.



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.


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


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.

clxxxii



CLASS : Year One

DURATION : 60 mins

TOPIC : Firing order of a four-stroke spark (four cylinders) ignition engine.


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


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.



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


CLASS : Year One

DURATION : 60 mins

TOPIC : Identification of engine parts


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.


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?

clxxxvi



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.


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



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



CLASS : Year One

DURATION : 60 mins

TOPIC : The four-stroke cycle


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.


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


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


CLASS : Year One

DURATION : 60 mins

TOPIC : Firing order of a four cylinders four-stroke spark ignition engine.


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.


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


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

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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


N 6 6

Total Mean 4.4242 35.8485


N 33 33

Low Male Mean 4.2941 35.0588


N 34 34

Female Mean 3.7778 35.4444


N 9 9

Total Mean 4.1860 35.1395


N 43 43

Total Male Mean 4.3443 35.5082


N 61 61

Female Mean 4.0667 35.2000


N 15 15

Total Mean 4.2895 35.4474


N 76 76

Control High Male Mean 4.6154 23.1923


N 26 26

Female Mean 4.0000 22.3333


N 3 3

Total Mean 4.5517 23.1034


N 29 29

Low Male Mean 3.9211 18.1579


N 38 38

Female Mean 4.4000 16.8000


N 10 10

Total Mean 4.0208 17.8750


N 48 48

Total Male Mean 4.2031 20.2031


N 64 64

Female Mean 4.3077 18.0769


N 13 13

Total Mean 4.2208 19.8442


N 77 77

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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


N 27 27

Female Mean 124.5000 144.0000


N 6 6

Total Mean 124.3939 145.6667


N 33 33

Low Male Mean 124.5882 145.0882


N 34 34

Female Mean 123.7778 144.4444


N 9 9

Total Mean 124.4186 144.9535


N 43 43

Total Male Mean 124.4918 145.5082


N 61 61

Female Mean 124.0667 144.2667


N 15 15

Total Mean 124.4079 145.2632


N 76 76

Control High Male Mean 124.4231 143.2692


N 26 26

Female Mean 124.0000 132.0000


N 3 3

Total Mean 124.3793 142.1034


N 29 29

Low Male Mean 123.7632 138.1842


N 38 38

Female Mean 124.1000 134.3000


N 10 10

Total Mean 123.8333 137.3750


N 48 48

Total Male Mean 124.0313 140.2500


N 64 64

Female Mean 124.0769 133.7692


N 13 13

Total Mean 124.0390 139.1558


N 77 77

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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

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(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

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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


N 6

Total Mean 35.8485


N 33

Low Male Mean 35.0588


N 34

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Female Mean 35.4444


N 9

Total Mean 35.1395


N 43

Total Male Mean 35.5082


N 61

Female Mean 35.2000


N 15

Total Mean 35.4474


N 76

Control High Male Mean 23.1923


N 26

Female Mean 22.3333


N 3

Total Mean 23.1034


N 29

Low Male Mean 18.1579


N 38

Female Mean 16.8000


N 10

Total Mean 17.8750


N 48

Total Male Mean 20.2031


N 64

Female Mean 18.0769


N 13

Total Mean 19.8442


N 77

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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

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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

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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.

VOCATIONAL TEACHERS EDUCATION - University of Nigeria

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