Effects of Guided Inquiry Instructional Strategy (GIIS) on Academic Achievement of Metalwork Students in Lagos State Technical Colleges of Nigeria
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Date
2020-01
Authors
Fakorede S. O. A.
Azeez A. T.
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Publisher
University of Eswatini (UNESWA Journal of Education)
Abstract
The purpose of this study was to determine the Effect of Guided Inquiry Instructional Strategy on Metalwork Technology Students‟ Achievement in Lagos State Technical Colleges. Two types of Instructional Strategies namely: Guided Inquiry Instructional Strategy (GIIS) and Conventional Teaching Method (CTM), two types of gender (male and female) as well as two types of location (urban and rural) were also investigated. Quasi-experimental design which involved groups of students in their intact class assigned to two groups. The entire population of 122 second year students (95 males and 27 females) obtained from four state owned Technical Colleges were used for the study because of the relatively small size and its accessibility. Three research questions and three hypotheses tested at 0.05 level of significance guided the study. The instrument used for data collection was Metalwork Technology Skill Achievement Test (MTSAT), was subjected to face validation by three experts. The reliability index was found to be 0.69 and 0.71 using test re-test method. Data obtained from the administration of the instrument were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) statistic was used at 0.05 level of significance to test the hypotheses. Findings from the study indicated that Guided Inquiry Instructional Strategies undeniably offer more promises than the traditional Conventional method in bringing about meaningful learning and understanding of Metalwork Technology, also the main effects of male students taught Metalwork Technology with Guided Inquiry Instructional Strategies is higher than the main effects of female students, and finally there was significant difference between the main effects of location on students‟ achievement in Metalwork Technology. The result shows that urban students had a higher mean score than rural students.
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Citation
Fakorede, S. O. A., & Azeez, A. T. (2020). Effects of guided inquiry instructional strategy (GIIS) on academic achievement of metalwork students in Lagos State technical colleges of Nigeria. UNESWA Journal of Education, *2*(2), 243–262.