Effects of Glencoe’s and Rusbult’s Problem-Solving Instructional Strategies on Students’ Ability Level and Interest in Electrical Installation and Maintenance Work in North-Central, Nigeria

Abstract

The study determined the Effects of Glencoe’s and Rusbult’s Problem-Solving Instructional Strategies on Students’ Ability Level and Interest in Electrical Installation and Maintenance Work in North-Central, Nigeria. Two research questions were raised. The study adopted a factorial research design. The study was conducted in the North-central geo-political zone of Nigeria. The population for this study comprised of 1013 NTC II students of EIMW in the technical colleges in North-central, Nigeria. A simple random sampling technique and purposive sampling technique was used in the study. Instrument for data collection was design by researcher. The instruments were validated by three experts. The reliability coefficient of: EIWAT was determined as 0.80 and EIWII was determined as 0.70 using Cronbach’s Alpha statistical technique. The data collected were analyzed using mean and standard deviation to answer all the research questions. Findings from the study revealed that students taught EIMW using Rusbult’s problem-solving strategy have low ability students than using Glencoe’s and Rusbult’s problem-solving strategies had higher mean skill achievement and interest scores than high and medium ability students. Based on the findings from the study, among others recommendations were made that, Electrical Installation and Maintenance Works teachers should adopt the use of Rusbult’s problem-solving strategy to enhance students' ability level and interest. The study further recommend that Science and Technical Schools Board should sensitize and train Electrical Installation and Maintenance Works teachers on the use of Glencoe’s and Rusbult’s problem-solving strategies in order to enhance students' ability level and skill achievements.