Effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology

Abstract

This study examines the effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology. A quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge-based learning, while 59 were for activity-based learning. The study revealed that students who taught woodwork using the challenge-based learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement tests, psychomotor achievement tests and tests for retention of learning.  Consequently, the research recommended that the National Board for Technical Education (NBTE) should consider a review of the Woodwork work curriculum for Technical Colleges with a view to incorporating the challenge-based learning instructional approach into the teaching of the woodwork.                                                                                              

Keywords: {'name': 'Challenge-based learning'}, {'name': 'Activity-based learning'}, {'name': 'Technical College'}, {'name': 'Students’ Achievement'}, {'name': 'Interest and Retention'}, {'name': 'Woodwork Technology'}

Authors & affiliations

Chinyere Theresa Ogbuanya
Affiliation not supplied

Chinedu I.O Okeke
Affiliation not supplied

Abdullahi M Hassan
Affiliation not supplied

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