– Comparative Effect of Kolb’s Experiential Learning Model and Gardner’s Multiple Intelligence Learning Model on Students’ Achievement and Interest in Auto-Electricity –
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ABSTRACT
The rapid rate of technology development in the automobile world of work and the increasing demands on cognitive capacities in auto-electricity calls for a change in the instructional delivery system used in training auto-electricity craftsmen in Technical Colleges.
This is to equip auto-electricity craftsmen with the necessary skills for performing and coping effectively in the automobile world of work.
This study determined the comparative effect of Kolb’s experiential learning model and Gardner’s multiple intelligence learning model on students’ achievement and interest in auto-electricity.
The study was a pre-test, post-test, non-equivalent control group quasi-experimental design. Six research questions and nine hypotheses tested at .05 level of significance guided the study.
The population for the study consisted of 118 National Technical Certificate level II (NTC II) students offering Auto-electricity in Niger State.
The entire population of 118 students was used for the study consisting of 85 males and 33 females assigned to two treatment groups.
The instruments used for data collection were Auto- electricity Cognitive Achievement Test (ACAT), Auto-electricity Psychomotor Achievement Test (APAT) and Auto-electricity Interest Inventory (AII). The ACAT, APAT and AII were developed by the researcher.
INTRODUCTION
1.1 Background of the Study
Auto-electricity is one of the trades under motor vehicle mechanics work program in Technical Colleges. It involves all electrical systems in the automobile such as starting system, charging system, ignition system and lighting system.
As a result of the rapid rate of technology development in the automobile industry, auto-electricity has become increasingly complex.
The complexity of auto-electricity according to Denton (2007) is fundamental to the workings of technology advanced modern vehicles.
However, the National Board for Technical Education (NBTE, 2003) stated that the goal of auto-electricity in Technical Colleges is to produce auto- electricity craftsmen who will be able to trace faults in all electrical systems of automobile vehicles and effect necessary repairs.
The main teaching/learning methods employed by teachers in training auto-electricity craftsmen in Technical Colleges are conventional teaching methods (lecture/demonstration methods).
Ukoha & Eneogwe (1996) maintained that lecture and demonstration methods are teaching methods based on the traditional viewpoint that the teacher is an ocean of knowledge.
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