Effects of Glencoe’s and Rusbult’s Problem-Solving Instructional Strategies on students’ Cognitive and skills Achievement in Electrical Installation and Maintenance Work in North Central.

Abstract

The study determined the Effects of Glencoe's and Rusbult's Problem-Solving Instructional Strategies on Students' cognitive and skills Achievement in Electrical Installation and Maintenance Work in technical Colleges in North-Central, Nigeria. The study adopted a factorial research design using pretest, posttest, non-equivalent control group design. The study was conducted in the North-central geo-political zone of Nigeria. The population for this study comprised of 1013 NTCII student of EIMW in the 29 accredited technical colleges in North-central of Nigeria. A simple random sampling technique and purposive sampling technique were used for the study. The instruments used for data collectionwere validated by three experts, two from Department of Industrial and Technology Education Federal University of Technology Minna and National Examination Council Minna (NECO). The reliability coefficient of: EIWCAT was determined as 0.80 and EIWPAT was 0.82. Data were collected through physical administration of the research instruments. The data collected were analyzed using mean and standard deviation to answer all the research questions while ANOVA for hypotheses. Findings from the study revealed that students taught EIMW using Rusbult's problem-solving strategy had higher mean skill achievement, students taught EIMW using Glencoe's problem-solving strategy had higher mean cognitive achievement scores than students taught using Rusbult's problem-solving strategy among others and the based on the findings from the study, it was recommended among others that, EIMW teachers should adopt the use of: Rusbult's problem-solving strategy to enhance students' skill achievement and Glencoe's problem-solving strategy to enhance students' cognitive achievement.