Abstract :

Motor Vehicle Mechanics Work has been noted to be important to man because of the advantages attached to application. Efforts are also geared towards its success in teaching and learning outcome. However, there is poor academic achievement and interest of students in Motor Vehicle Mechanics Work. This has largely been blamed on teaching methods and strategies, inability of students to understand Motor Vehicle Mechanics Work, lack of student’s interest among others. The purpose of this study was to empirically investigate the effect of related video supported teaching technique on interest achievement and of Motor Vehicle Mechanics Work students in Science and Technical Colleges. Four research questions were raised and four hypotheses were formulated. Quasi-experimental design, the non-equivalent control group were used. The sample was comprised of all the SS2 46 (36 male and 10 female) students studying Motor Vehicle Mechanics Work in two Science and Technical Colleges in Benue State selected for the study. Motor Vehicle Mechanics Work Achievement Test (MVMWAT) and Motor Vehicle Mechanics Work Students Interest Inventory Scale (MVMWSIIS) were the instruments that were used for the study. The Cronbach Alpha coefficient for the items in the MVMWSIIS instrument was calculated and found to be 0.785 and the Cronbach Alpha coefficient for the items in the MVMWSAT was 0.740 which indicated that the instruments were both reliable. Data collected was analyzed using mean and standard deviations to answer research questions and analysis of covariance (ANCOVA) to test hypotheses. The results of pre achievement mean and standard deviation of the control group was 2.76 and 1.62, respectively, while the post achievement mean and standard deviation scores of the group was 13.38 and 2.92 respectively. Whereas the pre experimental group mean and standard deviation score was 2.68 and 1.28 respectively, while the post mean and standard deviation were 15.36 and 3.82 respectively. The results of pre interest mean and standard deviation scores of the control group was 27.95 and 4.33 respectively, while the post group was 28.76 and 4.37 respectively. Whereas the post experimental group mean and standard deviation was 7.40 and 2.81 respectively, while the control group mean and standard deviation were 58.71 and 4.62 respectively. Interest and achievement scores of the students showed that related video supported teaching technique enhances student’s interest and achievement. Based on the findings of the study, conclusions were drawn that student taught using related video supported teaching technique had achievement significantly higher than those taught using lecture method, imbalance in achievement and interest of male and female students was minimized to the barest minimum. The study therefore recommends that, related video supported teaching technique strategy should be used in the field of Motor Vehicles Mechanics Work for achievement and interest.

---

Keywords :

---

References :

1. Abdu-el-aziz, A.A. (2013). Development and Validation of Auto-mechanics intelligent tutor for teaching auto-mechanics Concepts in technical colleges thesis submitted to the department of vocational teacher education, university of nigeria, Nsukka. (Ph.D) Degree in Industrial Technical Education
2. Ajai, T. (2008). Effects of games and simulation on interest and achievement in geometry in Gwer local Government Area of Benue State. M.Ed. Dissertation faculty of education, Benue State University, Makurdi.
3. Anene, G. U. (2012). Home economics and academic performance of a child. Journal of home economics research, 6 (1), 99-103.
4. Ayedeso, J. (2010). Improving facilities for adequate acquisition of skills for the achievement of vision 2020 in Niger State. Journal of vocational and technical education. 2 (2) pp 127-129.
5. Anyigbo, S. C. (2009). Effects of guided discovery methods, cognitive styles and cognitive development on senior secondary school students’ Achievement in Physics. Unpublished dissertation, Department of Science Education, University of Nigeria, Nsukka.
6. Babajide, J.F.T. and Bolaji, O.A. (2010). Perception of Lecturers and Pre-service teachers towards the use of communication media in teaching pure and applied sicneces in related disciplines. Proceedings of conference, Lagos pp23-40.
7. Balogun, T. A. (2008). Programmed learning and the Teaching of science; West African journal of Education 15 (2); 109 114.
8. Chukwu (2010). Impact of computer education on students’ interest and performance in automobile trades. Delta State University secondary school, (Unpublished Doctoral Thesis) Delta State University, Nigeria.
9. Emaikwu, S.O. (2013). Fundamentals of Research Methods and Statistics. Makurdi: Selfers Academic press Limited.
10. Idris, A.M. (2011). The level of availability of Recommended Tools and Equipment for Teaching Motor Vehicle Mechanic Works for sustainable Industrial Development in Nigeria: Book of Readings; Nigerian Association of Teachers of Technology, (54-65). Ibadan: Academic Press.
11. Julie, P. (2008). SPSS Survival Manual; a step by step guide to data analysis using SPSSfor windows. Open University Press, McGraw-House, Shoppenhangers Road Maidenhead, Berkshire, united kingdom.
12. Nworgwu, B. G. (2008). Educational Measurement and Evaluation; Theory and Practice Nsukka: Hallmark Publishers.
13. Ogwo B. A. & Oranu, R. N. (2012). Methodology in Formal and Non-formal Technical/Vocational Education. Nsukka: University of Nigeria Press Ltd.
14. Okafor, L. C. (2010). An analysis of classroom interaction patterns in Biology in secondary schools in Anambra State. (Unpublished Doctoral Thesis), University of Nigeria Nsukka.
15. Olatunde, A. A. (2011). Why candidate fail in public examination, National Business and Technical Examination Board (NABTEB) C: |user|DesktopNABTEB.pdf. Retrieved on 2/5/2015
16. Riza , E. T. (2011) Educational technology Application and Material Development.(5th Edition) (Turkish) Izmir: kanyilmaz.