Effects of Metalearning Instructional Approach on Students Performance in Technical Education

Abstract

This study examines the effects of metaleaming instruction approach on students 'performance in technical education. The population of the study comprised of all the 260 Technical Class II (TCII) students in four technical colleges in Niger State. Thirty students were randomly selected from each of these colleges, which gave a sample of 120 students. The four colleges were divided into two groups, one group served as experimental while the other group was regarded as the control group. A pretest was administered to both groups to determine students entry-level equivalence and thereafter, a posttest lira administered after three (3) weeks of instruction, to both groups, in Basic electricity. The experimental group was taught using metalearning instructional technique. The pretest and posttest results were analysed using mean, standard deviation and t-test. It was revealed that the experimental group performed significantly better than the control group. This is an indication that the application of metalearning instructional approach is instrumental to effective teaching and learning in technical education. It was therefore recommended among others that teachers of technical education should be sensitized on the relevance of metalearning instructional approach through workshops, seminars and conferences.