Effects of Shifting Interaction Questioning Technique on Students Achievement in Basic Electricity in Technical Colleges.

Abstract

This study was to investigate effects of shifting interaction questioning technique on students’ achievement in basic electricity in all the technical colleges in Federal Capital Territory and Niger State using quasi experimental Pretest posttest non-equivalent research design. The population for the study consisted of 165 year I basic electricity students. The entire population was used for the study. Two research questions were developed and answered while 3 null hypotheses were formulated and tested at 0.05 level of signifcance. The instrument used for data collection was Basic Electricity Achievement Test (BEEAT). The instrument was developed by the researcher, and validated by three experts in electrical/electronic technology education and measurement and evaluation. The reliability coefficient of BEAT was found to be 0.83 using Pearson Product Moment Correlation coefficient. Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses. The results of the data analysis showed among other things that shifting interaction Questioning Technique was more effective in enhancing female students’ achievement in Basic electricity than the conventional questioning technique. The study found out that there was no interaction effect of treatment and gender on achievement in basic electricity. Based on the findings of the study, it is recommended among others that Basic electricity teachers should practice the use of shifting interaction questioning technique as part of their teaching techniques to encourage female participation in science and technology education.