Interactive Effect of Group Instructional Methods and Gender on Technical College Motor Vehicle Mechanics’ Students’ Academic Achievement and Interest in Niger State, Nigeria.

Abstract

This study determined the interactive effect of group instructional methods (collaborative and cooperative instructional methods) and gender on technical college Motor Vehicle Mechanics’ students’ academic achievement and interest in Niger State, Nigeria. The study used the quasi-experimental research design; specifically, the pre-test post-test non-equivalent control group experimental design. Multi stage sampling technique was used to arrive at the sample size of 264. Motor Vehicle Mechanics Achievement Test and Motor Vehicle Mechanics Interest Inventory which were the instrument used, was validated and the tested reliability was 0.83 and 0.91 respectively. Data collected were analyzed using mean and ANCOVA at .05 level of significance. The findings revealed that: gender had an effect in favour of males in the achievement test as male students had higher mean gain in the mean achievement scores in Motor Vehicle Mechanics’. There was no significant interaction effect of treatments given to students and their gender with respect to their mean achievement scores in Motor Vehicle Mechanics’. The findings imply that cooperative instructional method is a viable teaching method for improving students’ achievement and interest in Motor Vehicle Mechanics’. It is recommended that Motor Vehicle Mechanics’ teachers be encouraged, trained and equipped with necessary skills required to effectively use cooperative instructional method in teaching.