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Research Article | Open Access
Volume 14 2022 | .
EFFECT OF REDA’S PROBLEM SOLVING METHOD OF TEACHING ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION BASED ON GENDER IN METAL WORK TECHNOLOGY IN SECONDARY SCHOOLS
Ikenna Samson Nwaodo,Onyedikachi Joshua Ike, Ikechukwu Victor Oguejiofor, Ijeoma Pauline Obe, George Nwachukwu Ogbonna, Nwahunanya Innocent, Olabisi A. Agbaoku
Pages: 763-772
Abstract
This study was designed to determine the effect of Reda’s problem-solving model on secondary school students’ academic achievement and retention based on gender in metal work technology. The study adopted the quasi-experimental research design, precisely, pre-test, post-test non-equivalent control group design. The population for the study was 1,210 secondary school (SS III) metal work students. This study was conducted in Enugu State, Nigeria. Two research questions and two hypotheses tested at 0.05 level of significance guided the study. The instrument used for data collection was Metal Work Cognitive Achievement Test (MWCAT). The instrument was validated by three experts. Kuder-Richardson 20(K-R20) and Pearson product moment correlation coefficient, were utilized to establish the coefficient of internal consistency, and stability of the MWCAT. The test scores generated from the pre-test and post-test using MWCAT were analyzed using mean and analysis of covariance (ANCOVA) to answer research questions and for testing the null hypotheses. The findings revealed that there was no significant effect of gender on students’ achievement and retention in metal work technology.
Keywords
Reda’s problem solving model, Traditional teaching method, Academic achievement, Retention, Gender.
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