EVALUATING THE EFFICACY OF COLLABORATIVE AND EXPERIMENTAL TEACHING METHODS ON ACADEMIC ACHIEVEMENT IN BASIC TECHNOLOGY

This research investigated the effects of cooperative practicum, experimental demonstration, and lecture approaches on the academic performance of basic technology students at Edo State. This study employed a 3x2 pretest, posttest, control group quasi-experimental design. The survey included a total of 29,000 students who were studying basic technology. The research sample consisted of 312 JSII basic technology students from six public mixed junior secondary schools in Edo State. Data collection was conducted using the Basic Technology Achievement Test (BTAT). The validity of the BAT was confirmed by three experts. A Kuder-Richardson 21 test was employed to assess the reliability of the BTAT. The obtained reliability coefficient value was 0.80. Prior to and following treatment, the BTAT was administered as both a pretest and a posttest. Analysis of the gathered data was conducted using mean, standard deviation, and ANCOVA. Significantly different mean achievement levels were seen among students who received instruction in fundamental technology through collaborative practicum, experimental demonstration and lecture method. According to Scheffe's post-hoc test, the direction of significance shifts from the collaborative practicum to the experimental demonstration and lecture method, respectively. According to the study's findings, collaborative practicum, experimental demonstration, and lecture method can all help students retain basic technologies and accomplish better academically. However, collaborative practicum was shown to be the most successful, followed by experimental demonstration. The study comes to another conclusion once more: when interaction is taken into account, students' academic achievement in basic technology was not impacted by their sex in conjunction with the utilisation of collaborative practicum, experimental demonstration, and lecture. In order to increase students' active participation and interaction during instruction, basic technology teachers at the junior secondary school level are advised to implement collaborative practicum and experimental demonstration in their instruction. This recommendation is based on the study's findings