Web-Based Intelligent Tutoring System On Students Achievement And Interest In Technical Drawing In Niger State

Abstract

This study was designed to determine the effects of self-regulatory learning and active learning approaches on technical college students psychomotor achievement in furniture craft. a pretest, post-test nonequivalent quasi-experimental research design was adopted. the study constituted a total number of 122 subjects. 63 for active learning, while 59 for self-regulatory learning. The instrument used for data collection was Furniture Craft Psychomotor Achievement Test (FCPAT). The instrument was subjected to face validation by two experts in furniture craft from the Department of Industrial and Technology Education, Federal University of Technology, Minna. The FCPAT was trial tested to determine its psychometric indices and reliability coefficient. The trial for determining the coefficient of stability of the FCPAT was carried out using the test-retest reliability method. The Pearson product moment correlation coefficient of FCPAT was found to be .78. Mean was used to answer the research questions while ANOVA was employed to test the hypotheses. The study revealed that students taught furniture craft using active learning approach had a higher mean score than students taught with self-regulatory learning approach in the psychomotor achievement test. The differences in the mean scores of males taught furniture craft using active learning approach was higher than the scores of females taught furniture craft using the same active learning approach in psychomotor achievement test. The differences in the scores of male and female students in the psychomotor achievement test were found to be significant. Consequently the research recommended that the National Board for Technical Education (NBTE) should consider a review of the furniture craft curriculum for technical colleges to incorporate the active learning approach into the teaching of furniture craft among others.