Comparative Effects of Long Wait Time and Shifting Interaction Questioning Techniques on Students Achievement in Basic Electricity in Technical Colleges

Abstract

This study was designed to investigate the effects of two questioning techniques on students’ achievement in basic electricity in all the technical colleges in Federal Capital Territory, Abuja using quasi experimental Pretest posttest non-equivalent research design. To achieve this objective, two research questions were developed and answered while three null hypotheses were formulated. The population for the study consisted of 165 year I basic electricity students. The instruments used for data collection was Basic Electricity Achievement Test (BEAT). The instrument was validated by three experts in basic electricity and measurement and evaluation. BEAT was trial-tested to determine its reliability coefficient and the reliability coefficient of BEAT was found to be 0.81 using Pearson Product Moment Correlation coefficient. Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses at 0.05 level of significance. The results of the data analyzed, showed that shifting interaction questioning technique is more effective in enhancing students’ achievement in basic electricity than long wait time questioning technique. The study further revealed that Shifting Interaction Questioning Technique was more effective in enhancing female students’ achievement than male students in Basic electricity than Long Wait Time Questioning Technique. The result also showed that there was no gender by treatment interaction in the study. Based on the findings of the study, it is recommended among other things that Basic electricity teachers should practice the use of shifting interaction questioning technique as part of their teaching techniques to encourage female participation in technology education.