STRATEGIES FOR TEACHING DIFFICULT CONTENTS IN BRICK/BLOCK LAYING AND CONCRETING IN SCIENCE AND TECHNICAL COLLEGES OF YOBE STATE, NIGERIA

This study investigated strategies for teaching difficult concepts in Brick/Block Laying and Concreting (B/BC) in Government Science and Technical Colleges, Yobe State, addressing the persistent low performance of students in National Technical Certificate (NTC) examinations. The research was prompted by the recognized ineffectiveness of traditional teaching methods and the need for innovative pedagogical approaches. Employing a descriptive survey design, the study utilized a structured questionnaire to gather data from 48 B/BC teachers across eight technical colleges. Data analysis, using mean and standard deviation, revealed that teachers overwhelmingly agreed with identified strategies for teaching Site Preparations and Setting Out, as well as Scaffold and Scaffolding. Specifically, teachers endorsed practical, experiential methods such as site visits, demonstrations, group work, and the use of visual aids. These findings align with constructivist learning theory and cognitive load theory, emphasizing the importance of active engagement and structured instruction in technical education. The study concludes that teachers in Yobe State are receptive to and agree with the identified strategies, indicating a positive disposition towards pedagogical innovation. It is recommended that the Yobe State Government provide enabling environments and modern facilities for B/BC practicals, and that B/BC teachers receive training through workshops and seminars on appropriate teaching methodologies to enhance lesson delivery and overcome difficult concepts