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All Journal African Multidisciplinary Journal of Sciences and Artificial Intelligence Kwaghe International Journal of Sciences and Technology Kwaghe International Journal of Engineering and Information Technology
Ishaku Zechariah
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Aerospace Engineering Agriculture, Biological Sciences & Forestry Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Control & Systems Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Social Sciences

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Effects of Project-Based Instructional Strategies on Colleges of Education Students’ Achievement, and Retention in Electronics Technology in North-East Nigeria Ishaku Zechariah; Ishaya Tumba
African Multidisciplinary Journal of Sciences and Artificial Intelligence Vol 1 No 1 (2024): African Multidisciplinary Journal of Sciences and Artificial Intelligence
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/amjsai.v1i1.3535

Abstract

This study examined the Effects of Project-Based and Blended Instructional Strategies on Colleges of Education Students’ Achievement, Skills Acquisition and Retention in Electronics Technology in North-East Nigeria. College of Education is one of the tertiary institutions in Nigerian alongside other institutions like polytechnics, monotechnics etc. However, Colleges of Education are the institutions that are exclusively saddled with the responsibility of training teachers who will in turn teach at the Junior Secondary School level of education in Nigeria. They are expected to realise the objectives of NCE (T.) This implies that the graduates should invariably be technologist as well as agents of technological advancement both in the classroom and in the society. In the classroom, the NCE (T) teachers should keep in step with Educational Technology materials and strategies that are applicable to their discipline and level of training. Three research questions and three hypotheses were formulated to guide the study. The study adopted Quasi -experimental design involving pre-test post-test control group. The population of the study was 73 Electronics Technology students in six Colleges of Education North-East Nigeria. The sample was 36 Electronics Technology students in three Colleges of Education. Digital Electronics Achievement Test (DEAT), Digital Electronics Retention Test (DERT) and Digital Electronics and DERT were tested for internal consistency using Pearson Product Moment Correlation. The reliability coefficients of the instruments were found to be 0.915 and 0.895 respectively Data were collected and analysed using SPSS the research questions were answered using mean, standard deviation while t-test, ANCOVA and ANOVA statistical tools were used to test the null hypotheses at 0.05 level of significance. The results showed that there was significant difference in achievement test scores between ProBaIS and TIS strategy in favour of ProBaIS. More so, the results show significant differences in students’ achievement retention in favour of ProBaIS. Study also revealed that there was no significant difference in achievement test scores of male and female students when taught Digital Electronics Using ProBaIS. It was Recommended that ProBaIS should be encourage in Colleges of Education Electronics Lesson Delivery.
Effects of Project-Based Instructional Strategies on Colleges of Education Students’ Achievement, and Retention in Electronics Technology in North-East Nigeria Ishaku Zechariah
African Multidisciplinary Journal of Sciences and Artificial Intelligence Vol 1 No 2 (2024): African Multidisciplinary Journal of Sciences and Artificial Intelligence
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/amjsai.v1i2.4145

Abstract

This study examined the Effects of Project-Based and Blended Instructional Strategies on Colleges of Education Students’ Achievement, Skills Acquisition and Retention in Electronics Technology in North-East Nigeria. College of Education is one of the tertiary institutions in Nigerian alongside other institutions like polytechnics, monotechnics etc. However, Colleges of Education are the institutions that are exclusively saddled with the responsibility of training teachers who will in turn teach at the Junior Secondary School level of education in Nigeria. They are expected to realise the objectives of NCE (T.) This implies that the graduates should invariably be technologist as well as agents of technological advancement both in the classroom and in the society. In the classroom, the NCE (T) teachers should keep in step with Educational Technology materials and strategies that are applicable to their discipline and level of training. Three research questions and three hypotheses were formulated to guide the study. The study adopted Quasi -experimental design involving pre-test post-test control group. The population of the study was 73 Electronics Technology students in six Colleges of Education North-East Nigeria. The sample was 36 Electronics Technology students in three Colleges of Education. Digital Electronics Achievement Test (DEAT), Digital Electronics Retention Test (DERT) and Digital Electronics and DERT were tested for internal consistency using Pearson Product Moment Correlation. The reliability coefficients of the instruments were found to be 0.915 and 0.895 respectively Data were collected and analysed using SPSS the research questions were answered using mean, standard deviation while t-test, ANCOVA and ANOVA statistical tools were used to test the null hypotheses at 0.05 level of significance. The results showed that there was significant difference in achievement test scores between ProBaIS and TIS strategy in favour of ProBaIS. More so, the results show significant differences in students’ achievement retention in favour of ProBaIS. Study also revealed that there was no significant difference in achievement test scores of male and female students when taught Digital Electronics Using ProBaIS. It was Recommended that ProBaIS should be encourage in Colleges of Education Electronics Lesson Delivery.
Effect of Blended Instructional Strategy on Colleges of Education Students’ Achievement, and Retention in Electronics Technology in North-East Nigeria Ishaku Zechariah; Patrick Duhu Chinda
Kwaghe International Journal of Sciences and Technology Vol 1 No 1 (2024): Kwaghe International Journal of Sciences and Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/kijst.v1i1.3719

Abstract

This study examined the Effect of Blended Instructional Strategy on Colleges of Education Students’ Achievement, and Retention in Electronics Technology in North-East Nigeria. College of Education is one of the tertiary institutions in Nigerian alongside other institutions like polytechnics, monotechnics etc. However, Colleges of Education are the institutions that are exclusively saddled with the responsibility of training teachers who will in turn teach at the Junior Secondary School level of education in Nigeria. They are expected to realize the objectives of NCE (T) .This implies that the graduates should invariably be technologist as well as agents of technological advancement both in the classroom and in the society. Three research questions and eight hypotheses were formulated to guide the study. The study adopted Quasi -experimental design involving pre-test post-test control group. The population of the study was 73 Electronics Technology students in six Colleges of Education North-East Nigeria. The sample was 36 Electronics Technology students in three Colleges of Education. Digital Electronics Achievement Test (DEAT), Digital Electronics Retention Test (DERT) were developed by the researcher as the instruments for data collection. The validated DEAT and DERT were tested for internal consistency using Pearson Product Moment Correlation. The reliability coefficients of the instruments were found to be 0.915 and 0.895 respectively. Data were collected and analysed using SPSS the research questions were answered using mean, standard deviation while t-test, ANCOVA, ANOVA and Scheffe’s statistical tools were used to test the null hypotheses at 0.05 level of significance. The results showed that there was significant difference in achievement test scores between BIS and TIS strategy in favour BIS. More so, the results show significant differences in students’ achievement retention in favour of BIS. Study also revealed that there was no significant difference in achievement test scores of male and female students when taught Digital Electronics using BIS as well as retention. The study concluded that and BIS enhanced the academic achievement, and retention in Digital Electronics Technology Students,. It was Recommended that BIS should be encourage in Colleges of Education Electronics Lesson Delivery.
Effect of Open Source on Students’ Performance in Electronics and Lecturers’ Readiness for Its Adoption in Institutions in Adamawa State, Nigeria Ishaku Zechariah; Ajili Tanimu
Kwaghe International Journal of Sciences and Technology Vol 3 No 1 (2026): Kwaghe International Journal of Sciences and Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/kijst.v3i1.9353

Abstract

This study investigated the effect of an open-source instructional approach on students’ academic performance in Digital Electronics and lecturers’ readiness for its adoption in tertiary institutions in Adamawa State, Nigeria. Guided by three research questions and three hypotheses, the study employed a quasi-experimental pre-test–post-test control group design. The study population comprised 48 students and 30 lecturers in Electrical/Electronic Technology, and no sampling was undertaken because the population was manageable. Data were collected using the Digital Electronics Achievement Test (EAT), Electronics Skills Acquisition Test (ESAT), and Lecturers’ Readiness for Adoption of Open Source in Instructional Delivery (LROSAID), all developed by the researcher. The validated EAT and ESAT demonstrated high internal consistency, with Cronbach’s alpha coefficients of 0.92, 0.89, and 0.90, respectively. Data were analyzed using mean and standard deviation to answer the research questions, while ANCOVA and Scheffe’s test were used to test the hypotheses at the 0.05 level of significance. The findings revealed a significant difference in achievement test scores between the open-source instructional strategy and the lecture strategy, as well as a significant difference in skills acquisition in favour of the open-source instructional strategy over the demonstration strategy. However, the results also showed that lecturers were not ready to adopt open source for instructional delivery. The study concludes that the open-source instructional strategy enhanced students’ academic achievement and skills acquisition in Electrical/Electronic Technology, while lecturers’ low readiness for adoption remains a critical implementation challenge. These findings contribute empirical support for the instructional value of open-source approaches and imply the need for institutional efforts to strengthen lecturers’ readiness and encourage the integration of open-source strategies in Electrical/Electronic lesson delivery in Colleges of Education.
Effect of Project-Based Instructional Strategy on Colleges of Education Students’ Achievement, and Retention in Electronics Technology in North-East Nigeria Ishaku Zechariah; Ishaya Tumba
Kwaghe International Journal of Engineering and Information Technology Vol 1 No 1 (2024): Kwaghe International Journal of Engineering and Information Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/kijeit.v1i1.3829

Abstract

This study examined the Effect of Project-Based Instructional Strategy on Colleges of Education Students’ Achievement, and Retention in Electronics Technology in North-East Nigeria. College of Education is one of the tertiary institutions in Nigerian alongside other institutions like polytechnics, monotechnics etc. However, Colleges of Education are the institutions that are exclusively saddled with the responsibility of training teachers who will in turn teach at the Junior Secondary School level of education in Nigeria. They are expected to realise the objectives of NCE (T.) This implies that the graduates should invariably be technologist as well as agents of technological advancement both in the classroom and in the society. In the classroom, the NCE (T) teachers should keep in step with Educational Technology materials and strategies that are applicable to their discipline and level of training. Three research questions and three hypotheses were formulated to guide the study. The study adopted Quasi -experimental dsesign involving pre-test post-test control group. The population of the study was 73 Electronics Technology students in six Colleges of Education North-East Nigeria. The sample was 36 Electronics Technology students in three Colleges of Education. Digital Electronics Achievement Test (DEAT), Digital Electronics Retention Test (DERT) and Digital Electronics and DERT were tested for internal consistency using Pearson Product Moment Correlation. The reliability coefficients of the instruments were found to be 0.915 and 0.895 respectively Data were collected and analysed using SPSS the research questions were answered using mean, standard deviation while t-test, ANCOVA and ANOVA statistical tools were used to test the null hypotheses at 0.05 level of significance. The results showed that there was significant difference in achievement test scores between ProBaIS and TIS in favour of ProBaIS. More so, the results show significant differences in students’ achievement retention in favour of ProBaIS. Study also revealed that there was no significant difference in achievement test scores of male and female students when taught Digital Electronics Using ProBaIS. It was Recommended that ProBaIS should be encourage in Colleges of Education Electronics Lesson Delivery.
Effect of Blended Instructional Strategy on Colleges of Education Students’ Achievement, and Retention in Electronics Technology in North-East Nigeria Ishaku Zechariah; Patrick Duhu Chinda
Kwaghe International Journal of Engineering and Information Technology Vol 1 No 1 (2024): Kwaghe International Journal of Engineering and Information Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/kijeit.v1i1.3830

Abstract

This study examined the Effect of Blended Instructional Strategy on Colleges of Education Students’ Achievement, and Retention in Electronics Technology in North-East Nigeria. College of Education is one of the tertiary institutions in Nigerian alongside other institutions like polytechnics, monotechnics etc. However, Colleges of Education are the institutions that are exclusively saddled with the responsibility of training teachers who will in turn teach at the Junior Secondary School level of education in Nigeria. They are expected to realize the objectives of NCE (T). This implies that the graduates should invariably be technologist as well as agents of technological advancement both in the classroom and in the society. Three research questions and eight hypotheses were formulated to guide the study. The study adopted Quasi -experimental design involving pre-test post-test control group. The population of the study was 73 Electronics Technology students in six Colleges of Education North-East Nigeria. The sample was 36 Electronics Technology students in three Colleges of Education. Digital Electronics Achievement Test (DEAT), Digital Electronics Retention Test (DERT) were developed by the researcher as the instruments for data collection. The validated DEAT and DERT were tested for internal consistency using Pearson Product Moment Correlation. The reliability coefficients of the instruments were found to be 0.915 and 0.895 respectively. Data were collected and analysed using SPSS the research questions were answered using mean, standard deviation while t-test, ANCOVA, ANOVA and Scheffe’s statistical tools were used to test the null hypotheses at 0.05 level of significance. The results showed that there was significant difference in achievement test scores between BIS and TIS strategy in favour BIS. More so, the results show significant differences in students’ achievement retention in favour of BIS. Study also revealed that there was no significant difference in achievement test scores of male and female students when taught Digital Electronics using BIS as well as retention. The study concluded that and BIS enhanced the academic achievement, and retention in Digital Electronics Technology Students,. It was Recommended that BIS should be encourage in Colleges of Education Electronics Lesson Delivery.
Co-Authors Ajili Tanimu Ishaya Tumba Patrick Duhu Chinda